To promote internationalization, in the summer of 2021, the National Kaohsiung University of Hospitality and Tourism revised the midterm goal of the university's strategic plan to integrate becoming a bilingual university and enhancing international mobility as the principal axes of the school development plan. The goals and strategies implementation of the "Program on Bilingual Education for Students in College, BEST" are in line with the midterm goal of the school's strategic plan. By implementing the BEST Program, the teacher and student English proficiency levels and the quality and quantity of EMI teaching have improved. In addition, in the fall of 2023, the School of Tourism and the International College received funding to become EMI colleges, and the University is further developing towards an international bilingual university. 

        Based on the goals of the BEST Program, a program compass has been proposed. It is the guideline of the Program. There are four main axes: network, empowerment, sustainability, and well-being. Purposeful, digital, autonomous, and lifelong learning are integrated to enhance teachers' and students' skills, knowledge, capability, and mindset. 

        To improve students' English proficiency, the BEST program outcomes have reached the KPIs of the MOE and the university setting. 24.6% of the EGP courses are taught in English, and the rate of improvement in the pre-and post-tests of freshman general English competency reached 51.28%. To achieve the above goals, several strategies were implemented, including purchasing the EasyTest online learning platform, implementing placement tests for GE courses, offering small-size classes for English listening and speaking courses, adopting CEFR indicators for the selection of English textbooks, tracking students' English learning progress, and integrating PechaKucha approach to EGP courses. In addition, extra English learning activities were organized, including one-to-one peer English tutoring service, college readiness English program for freshmen, and tailor-made English learning activities. The satisfaction rate of the above-mentioned activities is above 92%. 

Furthermore, a subsidy policy was established to encourage students to obtain English certificates. A total of 320 students scored more than TOEIC 500 and received subsidies. This marks a growth of 30.1% compared to the previous academic year when 246 students achieved the same milestone. 

        To promote EMI teaching and learning, several program outcomes have been reached. 23.5% of sophomores and first-year graduate students have taken EMI courses. 32.2% of five-year college students, four-year undergraduate students, and graduate students have taken at least one EMI course. The number of EMI courses offered in the 2022-2023 academic year was 103, including 67 courses from the International College, 11 from the School of Tourism, 12 from the School of Hospitality, 2 from the School of Culinary Arts and 11 from the General Education Center. 

Regarding teacher training, 6 EMI workshops and language for classroom management courses were held. An EMI teacher community was established, and seed teachers from various colleges were invited to share their experiences. 5 teachers participated in the National Taiwan Normal University's online Oxford EMI Training Program, 7 teachers engaged in online training courses offered by the National Cheng Kung University EMI PD Center, and 11 teachers participated in the EMI training offered by Wenzao University.

        In terms of administrative support, the project adopts the following strategies. First, newly hired teachers must attend EMI training workshops. Second, to offer an EMI course, the teacher must obtain an EMI certificate or attend professional training for at least 20 hours as a requirement. Third, each EMI teacher must observe another EMI teacher's teaching. Some incentive policies were implemented, including double EMI teaching hourly pay, offering EMI TA, and selecting 2 seed students to participate in the cross-institution EMI-TA training program organized by the NTU EMI Teaching Resource Center. In addition, we actively sought outside resources by cooperating with institutions, including the British Council, NCKU EMI PD Center, NTNU, and University of Valencia to enrich the EMI teaching and learning environment. 

        In students' EMI learning, the implementation strategies include organizing the NKUHT English Day event, encouraging students to take online EMI courses through the platforms of Coursera and edX and providing course fee subsidies, and hosting off-campus social gathering activities on weekends, and collaborations with alumni and industry partners are arranged to facilitate English workshops for students in the School of Culinary Arts. The promotion of EGP / EMI courses involves arranging online one-on-one learning between students and counterparts from foreign sister schools. Furthermore, 30 outstanding students are selected to undergo short-term English and cultural learning at foreign sister schools during winter and summer breaks, allowing them to experience an English learning environment and apply cross-cultural communication skills.

        Three aspects of baseline matrix were adopted by this BEST Program to assess the project outcomes: "program implementation," "promoting and supervision," and "assessment." The "Bilingual and EMI Teaching and Learning Project Office" is responsible for the program planning and implementation and reports on the progress at the biweekly administrative meetings. Major issues or challenges related to the program implementation are submitted to the " Bilingual University Promotion and Supervision Management Committee " to discuss and carry out the solutions. In addition, combined with institutional research data, a statistical analysis was conducted to understand the needs and problems of teachers and students, recruiting consulted advisors for this Program to provide substantial improvement suggestions. Finally, the "Bilingual University Promotion and Supervision Management Committee" evaluated the overall KPIs and outcomes to ensure the effectiveness of the Program.