Croatia occupies a distinctive position in the European higher education landscape. As a member of the European Union with a strong technical and scientific tradition, the country faces a question that many smaller European nations confront: how should universities balance instruction in the national language with the growing demand for English-taught programmes? This question is not merely administrative. It touches on national identity, scientific development, economic competitiveness, and the ability of Croatian institutions to attract international students and researchers. The University of Zagreb Faculty of Electrical Engineering and Computing (FER) offers a concrete example of how one of Croatia’s leading technical faculties has approached this challenge through parallel study tracks, internationally accredited English-language programmes, and active participation in European mobility schemes. This article examines the language policy debate in Croatian higher education, outlines the practical choices institutions face, and explains what prospective students should know when evaluating English-taught study options in Croatia.
Why Language Policy Has Become a Defining Question for Croatian Higher Education
Croatian higher education operates within a competitive international environment. Students across Europe compare programmes across borders, employers recruit internationally, and research collaboration increasingly takes place in English. At the same time, Croatian is the language of public administration, primary schooling, and daily professional life for most citizens. Universities therefore carry a dual responsibility: they must educate domestic students who will work in Croatia, and they must prepare graduates for careers that may span multiple countries and languages.
The pressure to offer English-medium instruction has grown significantly since Croatia joined the European Union. Programmes such as Erasmus+ require incoming exchange students to access coursework in a language they share with local students. International ranking systems and accreditation bodies evaluate institutions on their international orientation. Countries such as the Netherlands, Germany, and the Nordic states have already moved substantial portions of their programme portfolios into English, and Croatian universities increasingly compete for the same pool of mobile students from Central Europe, the Western Balkans, and beyond.
Against this backdrop, the question of what kind of language policy Croatian higher education needs is neither abstract nor settled. It requires decisions at the national level, at the university level, and at the level of individual faculties. FER, as one of the largest and most internationally active faculties in the country, illustrates the practical trade-offs involved.
The Core Tension: Preserving Croatian While Pursuing Internationalisation
Any discussion of language policy in Croatia must acknowledge a genuine tension. On one side stands the argument for protecting and developing Croatian as a language of science. Every field needs precise terminology in the national language if professionals are to communicate, publish, and teach at home. Electrical engineering, computing, and information technology generate new vocabulary at a remarkable pace. If Croatian universities abandon Croatian-language instruction in technical fields, the argument goes, the language itself will lose the capacity to describe modern technology, and Croatian-trained professionals will face a widening gap between their education and their domestic professional environment.
On the other side stands the practical reality of internationalisation. Talented students from abroad will not enrol in programmes taught in Croatian, at least not at the bachelor level. Research groups compete for doctoral candidates globally, and English remains the working language of science. Faculties that offer no English-taught degrees risk isolation: fewer international students, fewer incoming exchange students, fewer international staff, and reduced participation in joint European programmes.
A workable language policy must address both concerns rather than treating them as mutually exclusive. This is precisely the approach visible at leading Croatian technical institutions.
A Dual-Track Model: How the University of Zagreb Faculty of Electrical Engineering and Computing Manages Both Languages
The University of Zagreb Faculty of Electrical Engineering and Computing has built its programme structure around parallel tracks. Croatian-language study programmes in electrical engineering and information technology, computing, and related specialisations remain fully operational at the bachelor, master, and doctoral levels. Alongside them, the faculty offers complete degree programmes taught in English, covering fields such as electrical engineering and information technology, computing, data science, robotics, and microgrids at the master level, and full bachelor and doctoral tracks in English.
Several features of this model deserve attention from anyone thinking about language policy in higher education:
- Parallel rather than replacement. English-taught programmes add capacity instead of removing Croatian-language instruction. Domestic students retain full access to education in their native language, while international students gain a viable entry point.
- Full degree coverage. Rather than offering isolated English-language courses, the faculty provides complete bachelor, master, and doctoral curricula in English, supported by admission procedures, application systems, and student services designed for international applicants.
- International accreditation. The faculty holds ASIIN international accreditation, which subjects its programmes to external quality review and signals to students and employers worldwide that the degrees meet recognised European standards.
- Structured mobility. Participation in Erasmus+, CEEPUS, double-degree arrangements, and joint international master programmes connects the faculty to partner institutions across Europe and beyond, reinforcing the practical value of English-language instruction.
This structure demonstrates that a faculty can serve Croatian students in Croatian while operating as a genuinely international institution. The dual-track approach does require resources: teaching staff capable of high-quality instruction in English, administrative support for international students, and curricula maintained in two languages. But it resolves the central political tension in a way that neither extreme position can.
Key Components of an Effective Language Policy for Croatian Higher Education
Drawing on the experience of internationally active faculties, several components emerge as essential for any national or institutional language policy in Croatia.
Parallel Tracks, Not Replacement
Policy should explicitly protect Croatian-language instruction while enabling English-medium programmes to expand. Institutions that replace domestic-language programmes wholesale risk losing domestic legitimacy and weakening the Croatian terminology base. Parallel tracks keep both functions alive and allow students to choose the track that fits their goals.
Continued Investment in Croatian Scientific Terminology
Faculties should continue producing Croatian-language textbooks, glossaries, and course materials even as English offerings grow. Doctoral supervision in Croatian, Croatian-language examinations, and domestic-language thesis writing all contribute to keeping the scientific register of the language productive. National bodies and universities can support this work through funding and recognition in career advancement.
Quality Assurance for English-Medium Instruction
English-taught programmes must meet the same academic standards as their Croatian-language counterparts. External accreditation, such as the ASIIN accreditation held by FER, provides independent verification. Internal measures matter too: admission standards for English tracks, evaluation of teaching quality, and assessment of student outcomes should be documented and published.
Institutional Support for International Students
Language policy extends beyond the classroom. International students need admission guidance, orientation, housing assistance, and integration support. Croatian-language courses for international students, even at an introductory level, strengthen both the student experience and the long-term connection between graduates and Croatia. Housing, health services, and career centres that function in English make the difference between a programme that exists on paper and one that attracts students year after year.
Practical Benefits for Prospective Students
For students evaluating study options in Croatia, the existence of a clear, dual-track language policy carries concrete advantages. Domestic students can complete degrees in Croatian and still benefit from English-language materials, exchange opportunities, and internationally accredited standards. International students gain access to European-quality engineering and computing education at tuition and living costs that remain competitive within the EU, in a capital city with a growing technology sector.
If you are considering applying, take these practical steps:
- Explore the complete range of English-taught bachelor and master programmes to identify the specialisation that matches your career goals.
- Review the admission requirements for English-language programmes early, since document preparation, language certificates, and application deadlines vary by level and programme.
- Contact the student administration or mobility office with specific questions about curriculum, recognition of prior qualifications, or life in Zagreb. Admissions offices respond directly to prospective applicants and can clarify details that websites may not cover.
Addressing the Criticisms Head-On
Critics of English-medium instruction raise legitimate concerns, and a serious language policy must answer them. Will English tracks hollow out Croatian-language teaching? Experience from institutions with parallel tracks suggests this is not inevitable, provided that policy protects domestic-language instruction and that faculties maintain both tracks with equal seriousness. Will international graduates stay in Croatia? Some will and some will not, but every graduate who completes a degree in Zagreb carries Croatian academic credentials, professional contacts, and often personal ties into the international labour market, a benefit regardless of where they settle. Will Croatian students in English tracks lose command of Croatian technical terminology? This risk is real and manageable: domestic students can choose the Croatian track, and bilingual materials can bridge both audiences.
Recommendations for Croatian Higher Education Institutions
For university leaders and policymakers shaping the next stage of this debate, the experience of internationally active faculties points toward several recommendations. First, adopt explicit institutional language policies rather than leaving decisions to individual departments, so that students and staff know what to expect. Second, fund the development of Croatian-language teaching materials as a parallel obligation, not an afterthought. Third, pursue international accreditation for English-taught programmes to guarantee and demonstrate quality. Fourth, invest in services that make international study in Croatia feasible in practice, from application through graduation. Fifth, expand Croatian-language offerings for international students and staff to strengthen integration and long-term ties to the country.
Conclusion: A Balanced Path Forward
Croatian higher education does not face a binary choice between protecting the national language and competing internationally. The dual-track model demonstrated by the University of Zagreb Faculty of Electrical Engineering and Computing shows that a major Croatian faculty can maintain complete Croatian-language programmes while offering internationally accredited English-taught degrees, participating fully in European mobility schemes, and attracting students from around the world. The task ahead for Croatian higher education is to extend this balanced approach across the system: protecting the Croatian language of science as a policy priority, while building the English-language infrastructure that internationalisation demands. For prospective students, whether domestic or international, this means more high-quality options and clearer pathways. Explore the available programmes, compare admission requirements, and reach out directly to the faculties that interest you. Share your own experience with language and study choices in the comments, and explore our related articles on studying engineering and computing in Croatia for further reading.
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