The growth of EMI and the consistent belief that an English education will help enhance social mobility across the globe has resulted in more learners acquiring content knowledge through English. Such growth, however, has also raised serious concerns about epistemic injustice – concerns that are exacerbated by the increased use of AI – in EMI classrooms. Admittedly, there have been calls to be cautious about biases embedded within GenAI tools for pedagogical purposes, and some scholars (e.g., Kim et al., 2025, 2026) have endorsed the development of critical digital and ethical literacy. Extending this call for such development, I will also focus on practical ways to use GenAI tools to enhance student engagement and learning outcomes so that we do not overlook the affordances that come with the adoption of AI within EMI education.