TEACHERS’ READINESS FOR CLIL IMPLEMENTATION IN EFL HIGHER EDUCATION: LINGUISTIC, PEDAGOGICAL, AND INSTITUTIONAL PERSPECTIVES

The growing internationalization of higher education has increased the demand for educational approaches that promote both disciplinary expertise and foreign language proficiency. Content and Language Integrated Learning (CLIL) has emerged as an influential pedagogical framework capable of addressing these dual objectives by integrating subject content and language learning within a unified instructional environment. Despite its increasing adoption across universities worldwide, the effectiveness of CLIL largely depends on teachers’ readiness to implement it successfully. Teacher readiness encompasses multiple dimensions, including linguistic competence, pedagogical preparedness, and institutional support. However, limited research has explored the interaction of these factors in English as a Foreign Language (EFL) higher education contexts. The findings indicate that teachers generally recognize the educational benefits of CLIL and demonstrate positive attitudes toward its implementation. Nevertheless, significant differences in readiness levels were observed across linguistic, pedagogical, and institutional dimensions. The results reveal that linguistic competence strongly influences teachers’ confidence and instructional flexibility. Pedagogical preparedness is associated with previous CLIL training and experience with learner-centered methodologies. Institutional support, including professional development opportunities, access to resources, and administrative commitment, emerged as a critical factor influencing successful implementation. The study concludes that effective CLIL integration requires a comprehensive strategy combining teacher development initiatives, curriculum alignment, and institutional policy support.