Abstract. This study investigates student perceptions of a pilot CLIL/ICLHE course conducted at five European universities under the European-funded CLIL4ALL project. Using a mixed-methods approach, data were collected from 34 students through an online questionnaire and focus group interviews following the intensive course. Findings reveal overall student satisfaction, although several areas of concern emerged. Dissatisfaction focused on program content, course organization, limited leisure activities, and methodological issues such as insufficient lecture feedback and weak student inclusion. Despite these drawbacks, students reported significant benefits, particularly in cultural awareness and language learning, which are key for enhancing future intensive ICLHE course design and quality assurance. Quantitative data supported qualitative findings, confirming perceived gains in subject-specific terminology, effective communication, general English proficiency, and intercultural competence. Students also recognized the value of teachers' application of CLIL methodology, highlighting both strengths and areas for improvement in the course delivery.
How to cite. Pimentel-Velázquez, C. Y., Pavón-Vázquez, V., & Ávila-López, J. (2025). European students' perceptions towards an intensive CLIL course in tertiary education. SSRN. https://doi.org/10.2139/ssrn.5461565
