In coordination with the 2030 National Policy of Bilingualism, National Ilan University (hereinafter referred to as NIU) is dedicated to creating an environment of bilingualism as its vision of bilingual education, which focuses on the strategy of “popularization and promotion” and incorporates professional knowledge by a systematic method of teaching. We expect to improve the overall English teaching ability of teachers and the English proficiency and professionalism of students and to cultivate bilingual talents with international mobility in professional fields.

A summary of relevant achievements and highlights of our school are as follows:

• Institutional aspect

1. We have established the Center for the Promotion of Bilingual Education to coordinate bilingual teaching resources throughout the university and to enhance the quality of bilingual teaching and learning through the support of teaching funds, teaching hour incentives, teaching assistant support, teacher community learning, and all-English teaching seminars. We offered 70 and 79 EMI courses respectively in the 110-111 school year. The number of courses opened increased year by year, and the teaching funds of 54 courses were subsidized.
2.  The course selection page is bilingual, providing a friendly bilingual learning environment, and allowing foreign students to operate the school's course selection system conveniently.
3.  The College of Bioresources and the College of Humanities and Management pilot the EMI special course teaching plan. According to the department's majors, they planned EMI course content or special activities, and invited foreign teachers for short-term teaching and advanced lectures to improve student learning effectiveness.
4.  Encourage TA to participate in the "EMI Course Teaching Assistant Professional Knowledge Development Program" run by the EMI Teaching Resource Center of National Taiwan Normal University. 4 students have obtained course completion certificates and can assist teachers in teaching and providing the best support.

• The aspect of students

1. Establish a teachers’ group and formulate unified teaching objectives and effectiveness testing models.
2. English improvement courses provide appropriate tutoring for various groups of students and provide relevant software for learning English. Using the TOEIC test as a learning effectiveness test, the improvement rate of participating students in the 111-1 semester was 74.28%.
3. Conduct cultural exchanges with foreign students during class breaks to enhance local students’ comprehensive English skills and international outlook. It also held 8 language learning lectures, accumulating students' English proficiency, with 663 participants, and the average satisfaction level of the activities was above 4.3 points.
4. Establish a foreign student community and organize two international activities: "International Cultural Carnival" and "Campus Celebration Weekend (Foreign Students Booth)". The entire process is mainly in English, creating an international environment on campus, increasing opportunities for interaction between local students and foreign students, and experiencing the cultures and customs of various countries.

• The aspect of teacher

1. To learn the important skills in EMI course design, we handle a series of EMI training lectures for teachers.
2. Provided Cambridge EMI training courses to encourage teachers to improve their EMI teaching skills—18 teachers completed and obtained certificates. The average teaching evaluation of teachers who have completed the training and offered EMI courses is higher than the overall average of the entire school's courses, indicating that bilingual teaching does not affect the quality of teaching.
3. Establish an EMI teacher training community, and use sharing meetings, practical exchange gatherings, and teaching observation meetings, to share EMI teaching experience and enhance EMI teaching knowledge.