Zylfije Tahiri, PhDc
South East European University, Faculty of Languages, Cultures and Communication, Tetovo, North Macedonia
E-mail: zt32329@seeu.edu.mk
ORCID iD: https://orcid.org/0009-0009-8646-3789
Abstract
This study examines the integration of climate change learning into English as a foreign language (EFL) teaching and its impact on students’ ecological intelligence and language development in higher education. It explores how environmental topics enhance cognitive and linguistic outcomes through sustainability-focused pedagogy and Content and Language Integrated Learning (CLIL). Using a quantitative design, structured questionnaires were distributed to 103 students and 10 professors at the Public University of Montenegro. Data analysis revealed that climate-themed instruction significantly increases students’ environmental awareness, motivation, and language skills, especially in comprehension and expression. Instructors noted heightened student participation and cognitive engagement, despite challenges like limited resources. The study confirms that climate-integrated EFL instruction is an effective interdisciplinary approach that fosters linguistic competence and environmental awareness in a Southeast European context.
Keywords: Ecological Intelligence, Climate change education, EFL Instruction, Content and Language Integrated Learning