Teacher agency in practiced language policy in higher education in East and Southeast Asia (2010–2025): A systematic review

This paper presents the first systematic review connecting Teacher Agency (TA) and Practiced Language Policy (PLP) in English-medium instruction (EMI) within higher education (HE) across East and Southeast Asia. Following the PRISMA protocol, the review included twenty empirical studies published from 2010 to early 2025. Patterns of TA development and the pathways supporting them were identified through visualized co-occurrence. Findings show that agency is developmental and shaped by institutional arrangements, professional learning, and identity commitment. Classroom outcomes play a critical role in informing TA when implementing translanguaging, reassessing program and institutional contexts. A 3 × 3 Integrated Model was proposed viewing PLP as Context, TA as Action, and practiced policy as Outcomes across macro, meso, and micro levels. This model provides actionable insights for optimizing resource allocation at critical decision points, granting contextual autonomy at the program level, and integrating professional development with the cyclical process of policy interpretation, reframing, and enactment.