<![CDATA[Purpose: This study aimed to explore how English-only instruction policies are interpreted, implemented, and experienced in Indonesian higher education, with attention to pedagogical practices, sociolinguistic equity, and institutional internationalization. Subjects and Methods: An interpretive phenomenological design was employed with 21 participants, comprising 15 undergraduate students and 6 lecturers from three Indonesian higher education institutions. Data were collected through semi-structured interviews, six classroom observations, and institutional document analysis between January and March 2025. Data were analyzed using reflexive thematic analysis supported by NVivo. Results: Four interconnected themes emerged: pedagogical tensions, sociolinguistic inequities, institutional support and policy implementation, and global aspirations versus local realities. English-only instruction created difficulties in understanding complex concepts, reduced classroom interaction, and constrained lecturers’ instructional flexibility. Students with lower linguistic confidence experienced hesitation and anxiety, while lecturers relied heavily on individual adaptation because institutional pedagogical guidance and training were limited. The findings indicate that internationalization objectives were not always aligned with multilingual classroom realities. Conclusions: English-only instruction should not be evaluated through English use alone. Effective EMI requires institutional preparation, pedagogical flexibility, equitable participation, and multilingual support. The study contributes a policy–pedagogy–equity perspective for developing inclusive and sustainable internationalization strategies in Indonesian higher education.]]>
