AI-CLIL: Artificial Intelligence for CLIL methodology

Abstract

 Grounded in recent developments related to Artificial Intelligence (AI) and its growing impact on education, this study investigates how CLIL (Content and Language Integrated Learning) teachers perceive and apply AI in lesson planning and classroom practice. Drawing on training initiatives on CLIL carried out during the 2024/25 academic year, the research explores how teachers are using AI to address common challenges, such as time constraints in planning, the need for personalized education, adapting materials to the actual students’ levels of competence, managing immediate and effective feedback. During the research a mixed-methods approach was used, combining a quantitative survey involving 249 teachers with qualitative interviews conducted with four experienced CLIL teachers. Thematic analysis of the interviews and open-ended survey responses indicates a generally optimistic view of the potential of AI to enrich student engagement, support personalized learning, enhance language and content acquisition and digital competence. Teachers highlighted the efficiency and adaptability of AI tools in creating dynamic and accessible resources. However, they also raised concerns about inadequate training, limited technological infrastructure, and the absence of clear implementation policies on AI. Overall, the study shows the importance of comprehensive investment in professional development, school resources, and strategic planning to ensure that AI can be effectively integrated into daily teaching practice and foster CLIL pedagogy.