Meta-Analysis of EMI in Kazakhstani Secondary Education: A Case of “Bilim-Innovation” Lyceums

Abstract

This study examines the implementation of English Medium Instruction (EMI) in the secondary education system of Kazakhstan, with a particular focus on the unique experience of Bilim-Innovation Lyceums (BILs). The study aims to analyze how BIL integrates EMI within the framework of the national trilingual education policy and to link global EMI research trends with local practice. This study employed a bibliometric analysis with a systematic approach involving identification, screening, and selection stages to analyze 81 Scopus-indexed articles published between 2020 and 2024, followed by a descriptive analysis to contextualize the findings within the implementation of EMI at Bilim-Innovation Lyceums. The results show that BIL has become a leading platform for testing EMI-based teaching in mathematics, science, and other core subjects, reflecting broader global trends in internationalization and multilingual education. By linking bibliometric insights to real-world experiences of BILs, the study highlights successes and challenges, including teacher training, curriculum development, and policy alignment. Overall, this study contributes to understanding how EMI can be effectively implemented in the secondary education system of Kazakhstan and presents BIL as a model for integrating EMI into innovative learning environments.