Reframing CLIL in the AI Era

A critical, policy-informed, and practice-oriented re-conceptualisation of CLIL in the artificial intelligence era, addressing future competences, teacher education, and sustainable pedagogical transformation

This volume critically re-conceptualises Content and Language Integrated Learning (CLIL) for the era of artificial intelligence. Moving beyond descriptive accounts of digital tools, it interrogates AI’s reshaping of knowledge, pedagogy, curriculum, and teacher roles to advance a new paradigm: AI-CLIL.

Addressing pressing international questions—what competences endure, what practices must evolve, and what becomes obsolete?—Reframing CLIL in the AI Era situates CLIL at the intersection of AI, multilingual education, ethics, and emerging policy. Rather than describing isolated technologies, each chapter analyses systemic shifts in assessment, teacher agency, learner autonomy, curriculum design, and multiliteracies. Educational policy and ethical AI literacy are threaded through three cohesive sections: Foundations and Policy; Pedagogical Models and Teacher Competences; Implementation, Evaluation, and Future Trajectories.

Designed for educators, teacher trainers, curriculum designers, and pre-service teachers, this book delivers empirically grounded cases and scalable pedagogical frameworks. It answers a critical gap: how to educate with AI, about AI, and despite AI—ensuring human-centred pedagogies where AI augments but does not replace linguistic, cognitive, and critical learning.