The expansion of English Medium Instruction (EMI) in higher education has intensified the need for pedagogical approaches that sustain student motivation in linguistically demanding environments. While existing research highlights the challenges of EMI, less attention has been paid to human-centered teaching frameworks that prioritize learners’ psychological and cognitive needs. This paper proposes anthropocentric teaching as a conceptual framework for enhancing student motivation in EMI contexts. Drawing on Self-Determination Theory and contemporary research in applied linguistics, the study develops a model that integrates autonomy, competence, and relatedness with learner-centered instructional practices. The paper argues that anthropocentric teaching can mitigate the motivational challenges associated with EMI by aligning pedagogy with students’ individual needs, experiences, and identities. The framework is contextualized within Uzbek higher education and offers practical implications for teaching and curriculum design.