The 2021 educational reform in Burkina Faso introduced the Competency-Based Approach (CBA) to promote learner-centred, interdisciplinary, and competency-oriented education. Within this framework, English as a Foreign Language (EFL) teaching is expected to support not only language development but also the acquisition of transferable competencies such as critical thinking, communication, collaboration, and responsible citizenship. This study explores teachers’ and students’ perceptions of integrating humanistic perspectives into climate- conscious EFL teaching in secondary schools. It examines the contribution of literature, history, philosophy, and arts to environmental language education, as well as related opportunities and challenges. Grounded in Critical Pedagogy, Environmental Humanities, and Content and Language Integrated Learning (CLIL), the study adopted a qualitative exploratory design through semi-structured interviews and focus-group discussions. Data were analysed using V. Braun and V. Clarke’s (2006) thematic analysis. Findings show that EFL teaching remains mainly grammar and text-oriented, although environmental themes are emerging. Participants recognised the value of humanistic resources in promoting meaningful language learning and environmental awareness.