This study investigates the integration strategies employed to enhance the academic achievement of first- and second-generation migrant students in English-Medium Instruction (EMI) environments in Malaysia. The unique challenges these students face, including language barriers, cultural differences, and varying learning styles, necessitate targeted approaches to education. Employing the Delphi method, the research gathered insights from 8 first-generation and 8 second-generation migrant students, alongside 8 lecturers, through an iterative consultation process. Findings reveal that migrant students strategically use artificial intelligence (AI) to personalise and contextualise their learning, thereby compensating for language deficiencies and adapting academic tasks to better align with cultural contexts. The integration of digital tools and online resources further supports these students in overcoming language limitations and improving their academic communication skills. Social relationships and peer support emerged as critical elements in fostering a supportive learning environment and enhancing language acquisition. Moreover, the study highlights the pivotal role of empathetic and flexible pedagogical practices in accommodating the diverse linguistic and cultural backgrounds of migrant students. Educators demonstrated a commitment to inclusivity by providing additional support and adapting their teaching methods to ensure all students can succeed academically. The findings emphasise the importance of robust technological and social infrastructures in advancing inclusive education for migrant students in EMI settings. This research underscores the necessity for educational institutions to leverage digital and social resources and adopt inclusive strategies to create conducive learning environments. By doing so, they can significantly enhance the academic performance and integration of first- and second-generation migrant students, fostering an educational landscape that supports the success of all learners.

Keywords: Academic achievement, Cultural integration, Delphi method, English-Medium Instruction (EMI), Migrant students, Inclusive education.