Publication Details
Abstract
Objective: Content and Language Integrated Learning (CLIL) is increasingly recognised as an effective pedagogical approach in technical higher education, where the simultaneous development of subject knowledge and foreign language competence is essential. This article examines the potential of CLIL in engineering and architectural education, as well as the key challenges associated with its implementation. Method: The study utilizes a qualitative descriptive approach through a comprehensive literature review and conceptual analysis of existing CLIL frameworks within technical higher education. It systematically reviews academic publications, curriculum guidelines, and empirical case studies to analyze pedagogical outcomes and structural challenges in engineering and architectural programs. Results: The analysis shows that CLIL facilitates the acquisition of professional terminology, strengthens communicative competence, and promotes active student engagement in discipline-specific learning contexts. However, its effectiveness is constrained by factors such as insufficient teacher preparation, increased cognitive load, and complexities in assessment practices. Novelty: The study concludes that the successful integration of CLIL requires institutional support, interdisciplinary cooperation, and well-structured curriculum design.