There are few studies examining the role of English in universities in conflict-affected contexts. Yet, English as a Medium of Instruction (EMI) is a common policy implemented by newer universities emerging in conflict zones. Drawing on data collected through interviews with university educators working in two conflict-affected contexts, Afghanistan and Somaliland, this study explores: Why do university policymakers adopt EMI policies in conflict-affected contexts? What are the limits and possibilities of EMI in conflict zones? How might EMI curriculum and pedagogy serve to ameliorate or exacerbate conflict? Data was analyzed through the lens of border cosmopolitanism. The paper will focus on sharing some initial findings from the study, and how current higher education EMI research could learn from the policies and practices of academics working in conflict-affected contexts.