English language proficiency, perception and competence among the academic staff of public universities in Kosovo

English language proficiency is increasingly vital for higher education institutions due to globalization and the internationalization of academic programs. In Kosovo, public universities are experiencing similar pressures to adopt English as a medium of communication and instruction.

This study investigates how academic staff perceive their English language proficiency and its influence on their academic responsibilities and institutional roles. A mixed-method case study was conducted involving 336 academic staff members from all public universities in Kosovo. Data were collected through an online questionnaire distributed via email between October and December 2024. The survey included both closed- and open-ended questions assessing self-perceived language proficiency, usage in professional contexts, and attitudes toward English in higher education.

Revealed that most lecturers rated their English proficiency as "good" or "very good," and a majority acknowledged the importance of English for academic work, publication, and international collaboration. While English was not a formal job requirement for many, respondents agreed that it facilitates research, access to academic resources, and professional networking. Key challenges included lack of formal training and limited institutional support. Open-ended responses emphasized the role of English in improving academic quality, access to international literature, and communication with foreign colleagues. English language proficiency plays a crucial role in the academic and professional development of university staff in Kosovo. Despite institutional gaps in formal language policies, the increasing demand for English in research, teaching, and international engagement signals the need for strategic support in language development.

This study highlights the urgency of aligning institutional goals with language competence to ensure quality and competitiveness in the global academic arena.