Methodological Possibilities of the CREAM Strategy in Improving Ecolinguistic Competence of Philology Students: A Conceptual Model

As ecological crises threaten the world, the need for education is growing, and although climate science is usually taught in ecology, geography, or biology classes, foreign language lessons can also raise climate awareness, develop ecolinguistic competence, and foster global citizenship and critical thinking.
This article discusses the theoretical and methodological foundations of improving the ecolinguistic competence of philology students based on the CREAM (Creative, Reflective, Effective, Active and Motivated) strategy and proposes a conceptual model aimed at effectively organizing this process. The main goal of the study is to develop an innovative pedagogical model for the formation of ecolinguistic competence in philology students, which serves to develop ecological awareness, ecological thinking, and the skills of analyzing and creating discourses of ecological content in English.
The research tasks were set to theoretically analyze the concepts of ecolinguistics and ecolinguistic competence, study the pedagogical possibilities of the CREAM strategy, develop the GREEN conceptual model aimed at developing the ecolinguistic competence of philology students in English lessons. Scientific and theoretical analysis, pedagogical modeling, comparative analysis, linguodidactic approaches and communicative methods were used in the research process. 
According to the results of the study, it was found that the GREEN model, developed on the basis of the creative, reflective, effective, active and motivational components of the CREAM strategy, serves as an effective methodological basis for developing the skills of philology students in forming ecological awareness, critically analyzing texts with ecological content, creating ecological discourse and expressing sustainable development ideas through language.
In conclusion, it can be noted that the conceptual model developed on the basis of the CREAM strategy is an effective pedagogical mechanism for developing ecolinguistic competence of philology students and can be introduced as an innovative approach to the process of teaching English in higher education institutions.