Abstract
In the context of globalization and the rapid development of multilingual educational environments, teaching biology in college faces a significant challenge: how to not only deliver subject knowledge but also cultivate students’ critical thinking, communication skills, and language competence. This article examines the use of CLIL (Content and Language Integrated Learning) as an innovative approach that combines learning biological content with developing English-language proficiency. A study conducted among first-year college students in various programs produced impressive results: in the experimental group, engagement, satisfaction with the lesson format, and perceived usefulness of the material increased by more than 20 percentage points, while changes in the control group were minimal. Special attention is given to how the integration of English-language texts, terminology glossaries, multimedia resources, and group discussions created a sense of novelty and challenge for students, transforming standard biology lessons into engaging, interactive, and practically meaningful experiences. Content analysis of the survey data confirmed that students valued CLIL not only as a means of learning the language but also as a tool for gaining a deeper understanding of biological processes and professionally relevant topics. This article will be of interest to college instructors, curriculum developers, and education researchers, as it highlights not only the statistically significant effects of CLIL but also students’ firsthand impressions, emphasizing the role of motivation and interest in successful learning. This study serves as both a practical guide and a strong argument for implementing integrated multilingual methods that make biology education more modern, engaging, and relevant to the professional preparation of future specialists.