English-medium instruction (EMI) in higher education is expanding globally, yet policymaking and research remain dominated by an essentialist orthodoxy that frames EMI through narrow language-proficiency concerns, market-driven rationales, and fragmented, problem-oriented studies. This chapter challenges that paradigm, advancing a Solution-Oriented Paradigm (SoP) that reframes EMI as a professionalised, multilingual, and pedagogically grounded practice, driven by equity, inclusivity, and academic integrity. At the core of this shift is the EMI Professionalisation Framework (EMI ProF)—the first model to integrate Critical EMI, sociocultural theory, critical social theory, and professionalisation theory into a coherent, institution-wide approach. Designed to align policy, quality assurance, and faculty development, the EMI ProF bridges theoretical critique with operational reform. Its central proposition is that systematic, sustained support for faculty pedagogical development is the primary driver of EMI quality. Drawing on findings from a Collaborative Planning Tool (CPT) study (Akıncıoğlu, Transforming research into a framework for professionalisation of English as a medium of instruction (EMI) at the tertiary level: The EMI ProF, 2024a), the chapter demonstrates how well-designed professional development (design), enacted through sustained collaborative dialogue (implementation), produces measurable improvements in faculty practice and student learning outcomes (impact). The EMI ProF scales these principles institutionally, offering a replicable pathway for universities to move from policy declarations to pedagogical transformation—while resisting neoliberal co-option that commodifies education. By combining critical inquiry with actionable innovation, this chapter contributes to a growing body of scholarship positioning EMI as a catalyst for multilingual inclusivity, academic freedom, and socially transformative higher education. It offers faculty developers, policymakers, and institutional leaders a guiding framework for transforming EMI from a site of contention into a driver of sustainable, high-quality higher education in an era of internationalisation, multilingualism, and technological change.