Abstract
As the Algerian higher education, landscape changes very quickly, the simultaneous rise of English as a Medium of Instruction (EMI) and AI translation technology has left university lecturers in a pedagogical dilemma. Do they retrain to reproduce and deliver their courses in English based on EMI standards or use AI applications for translating the original lectures? This study employs a qualitative, phenomenological approach, using focus group discussion and in-depth interviews with 30 lecturers from various academic disciplines. It explores the implications of these pedagogical pathways from evidence derived from research in EMI, AI integration, and teacher agency. The research reveals underlying tensions surrounding linguistic accessibility, pedagogical integrity, and the level of institutional preparedness. While AI translation enables rapid content conversion, it often lacks contextual accuracy and fails to effectively engage students. Conversely, EMI alignment curriculum redesign promotes increased language and content integration but requires extensive training and support. The article concludes by outlining strategic implications for a stepwise, pedagogically grounded EMI transition model that uses technology without compromising instructional quality.