This comparative study analyses the socio-linguistic and pedagogical implications of English as a Medium of Instruction (EMI) in India and North Africa- two multilingual areas with diverse colonial pasts and evolving language policies. It analyses the implementation of EMI, its problems, and its impact on students’ performance, language proficiency, and socio-cultural identity. Taking a qualitative comparative approach, the research combines policy analysis, socio-economic determinants, and historical considerations in both regions. The findings reveal that while India has a historical institutional presence of English in education, access to EMI is not equal because of socio-economic disparities, particularly between urban and rural sectors. North Africa, however, is gradually and controversially shifting towards EMI with the constraints of Arabisation policies, continuity of French hegemony, and a shortage of qualified teachers. In both contexts, EMI is assigned to increased global competitiveness, but the danger is that it solidifies educational inequalities and marginalises local languages. The study highlights the importance of solid teacher education, balanced resource allocation, and multilingual EMI frameworks that guarantee linguistic variety. Policy recommendations involve targeted investment in EMI pedagogy, provision of digital equipment for rural learners, and inclusive planning such that EMI is used to promote educational equity rather than elitism. The research adds to more general language policy and globalisation debates with practical recommendations for educators and policymakers on how to reconcile economic aspirations with linguistic and cultural inclusion in post-colonial education systems.