Ten Years of CLIL in a Thai University: A Longitudinal Analysis of Courses in Higher Education (2014-2024)
DOI:
https://doi.org/10.5294/laclil.2026.19.1.3Keywords:
CLIL, higher education, Institutional policy, Longitudinal analysis, Thai university sustainability, Asian university, language policyAbstract
The article presents a longitudinal analysis of the implementation of the Content and Language Integrated Learning (CLIL) approach within the Faculty of Humanities and Social Sciences at Khon Kaen University, Thailand, from 2014 to 2024. Using quantitative, document-based methodology, the research tracks the evolution of CLIL courses, intensity levels, teacher participation, and disciplinary coverage. The findings indicate a peak in CLIL course offerings in 2016, notable fluctuations during the COVID-19 pandemic, and a stable distribution of subjects across institutional intensity levels. The study highlighted recurring challenges, including limited access to contextualized instructional materials and the need for ongoing teacher training and curricular integration. Although student outcomes were not directly measured, the relevance of CLIL for enhancing communicative skills and engagement is acknowledged in related literature. Recommendations for future research include qualitative assessments of student and teacher perceptions, interdisciplinary collaboration, and institutional strategies for sustainable CLIL development. This research contributes empirical insights to inform policy and practice in multilingual higher education contexts.
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