Development and validation of a burnout scale for undergraduate students in English as a medium of instruction programs

Burnout is a growing concern for students in English as a Medium of Instruction (EMI) programs, where academic demands combine with language-related challenges. This study developed and validated a 17-item EMI Burnout Scale to address the lack of a context-specific measurement tool. The scale measures four related dimensions: Exhaustion, Cynicism, Disengagement, and Academic Efficacy. Items were adapted from the Maslach Burnout Inventory–General Survey for Students and the Oldenburg Burnout Inventory, with modifications for EMI contexts. Data were collected from 497 undergraduates in Saudi universities, representing science, engineering, healthcare, business, and computing disciplines. Partial Least Squares Structural Equation Modeling with a Reflective–Reflective Higher-Order Construct model was applied to test the scale. Correlation analysis showed strong positive relationships among Exhaustion, Cynicism, and Disengagement. Academic Efficacy was negatively associated with all three, indicating a potential protective role. The measurement model demonstrated high internal consistency, strong convergent validity, and clear discriminant validity, supported by AVE values and item loading patterns. These results confirmed that each dimension was measured accurately and without substantial overlap. Structural model evaluation indicated that Exhaustion, Cynicism, and Disengagement contributed positively to the higher-order burnout construct, while Academic Efficacy contributed negatively. Exhaustion emerged as the most influential factor and showed the highest predictive relevance. Predictive tests also confirmed that Exhaustion had the strongest forecasting ability, followed by Cynicism and Disengagement. The findings highlight the role of emotional strain in EMI burnout, shaped by the cognitive load of learning in a second language. The EMI Burnout Scale provides a valid and reliable tool for identifying students at risk. It can support targeted interventions such as language assistance, inclusive teaching strategies, and mental health resources. The study adds a context-specific instrument to burnout research and supports the development of sustainable EMI learning environments that address both academic and emotional needs.