Abstract In the field of foreign language education, Content and Language Integrated Learning (CLIL) has emerged as a highly promising and innovative method, gaining broad support from educational authorities throughout the European Union. As a result, the current study focused on examining the perceptions of CLIL implementation among primary and secondary school teachers in Poland. Data were collected through an adhoc questionnaire, gathering responses from 135 in-service teachers working in English bilingual schools across Poland. The findings highlight concerns about inadequate teacher training programmes, ineffective textbook design, and crucial issues such as students’ diverse English proficiency levels and larger class sizes, which may potentially hinder the development of the CLIL programme. The study further highlights that promoting a collaborative culture among educators is essential, not only to ease workload but also to create a supportive atmosphere for resource development. Moreover, recognising the pivotal role of experienced teachers with advanced English proficiency underscores the need for strategic investments in professional development. These findings emphasise the importance of making careful and knowledgeable educational choices to ensure the effectiveness of the CLIL programme.
Szczesniak et al. (2026) studied this question.