Strengths

1. Having an experienced, dynamic, professionally development-oriented, and expert academic staff.

2. Having an accessible and solution-oriented academic and administrative staff sensitive to student problems.

3. Having computer laboratories, smart boards, and digital learning opportunities that enhance the quality of education offered to students.

4. Students having access to printed and electronic resources for foreign language learning.

5. Class sizes being manageable in terms of foreign language teaching.

6. The preparatory program offering foreign language training opportunities to students from different faculties and colleges.

7. The ability of foreign students to receive language training at the college, and this supporting intercultural interaction.

8. The existence of departmental/unit commissions for quality processes and the linking of quality studies to institutional processes.

9. The usability of student feedback, measurement and evaluation results, and academic monitoring processes for program development.

10. Having the opportunity to benefit from the general academic and technological infrastructure of the university.

Weaknesses

1. The number of academic staff is sometimes insufficient to meet the increasing teaching load and student needs.

2. The heavy workload of teaching, exams, committees, and administrative tasks assigned to academic staff.

3. Students' autonomous learning skills and motivation to learn a foreign language are not at the desired level.

4. Differences in learning levels occur in the classroom due to students arriving at the university with different levels of readiness.

5. The limited or absent number of teaching staff whose native language is English.

6. Limited opportunities for teaching staff to participate in professional development, in-service training, national/international events, and project work.

7. Limited social, cultural, and interactive learning environments where students can practice English outside of class.

8. Difficulties in achieving the targeted proficiency level in language teaching stemming from student motivation, attendance, and learning habits.

Opportunities

1. The increasing importance of English as an academic, professional, scientific, and international communication language.

2. The increasing need for foreign language proficiency within the scope of the university's internationalization, Erasmus and similar exchange programs.

3. Niğde being a developing city and the university's potential to contribute to regional development.

4. The development of digital learning environments, online resources, and educational technologies to support foreign language teaching.

5. The possibility of cooperation with public institutions, the private sector, and local stakeholders in the fields of foreign language education, translation, academic language support, and lifelong learning.

6. The potential of national and international project, mobility, and cooperation opportunities to improve the quality of foreign language education.

7. The increasing awareness among students regarding foreign language proficiency in their academic and professional careers.

Threats

1. Increasing competition between universities and expectations for quality in foreign language education.

2. The risk of insufficient academic staff allocation to meet student numbers, teaching loads, and program needs.

3. Students having low or heterogeneous levels of foreign language readiness from previous educational levels.

4. The university entrance exam process causing fatigue, decreased motivation, and negative attitudes towards foreign language learning among students.

5. The limited availability of natural environments outside of school where students can communicate in English.

6. The emergence of risks in academic ethics, originality, and assessment processes due to the unconscious use of digital resources and AI-powered tools.

7. The possibility that physical, technological, and social learning environments may be insufficient to meet the increasing needs of students.

8. The risk that economic conditions may limit students' access to materials, resources, technology, and international mobility opportunities.