Exploring teacher perspectives on integrating Artificial Intelligence in Content and Language-Integrated Learning

• Ilaria Compagnoni ^[1] ; Graziano Serragiotto ^[1]
  1. [1] Ca Foscari University of Venice

     Ca Foscari University of Venice

     Venezia, Italia

     
• Localización: EuroCALL 2025. Advancing CALL: New research agendas / Yazdan Choubsaz (dir. congr.), Paz Díez Arcón (dir. congr.), Ana Gimeno Sanz (dir. congr.), 2025, ISBN 978-84-1396-326-6, págs. 110-120
• Idioma: inglés
• Enlaces
  • Texto Completo Libro
• Resumen

  • Implementing content and language-integrated learning (CLIL) in Italian schools relies heavily on its adaptability to educational contexts and the successful integration of language and specific content knowledge. Moreover, teachers often lack the support and training to implement CLIL within their classroom contexts. The advent of Artificial Intelligence (AI) in the educational landscape has exacerbated these challenges, as teachers require training to effectively integrate AI into the language curriculum and support them in curriculum planning. This presentation examines the perspectives of educators (N=29) on utilising AI to design CLIL classes in Italian primary and secondary schools in the Veneto region during a 6-month teacher training program on CLIL and AI. Data were collected through a mixed-methods inquiry, comprising class observations and quantitative data obtained from post-training TAM questionnaires. This study addresses a significant gap in CLIL practices integrated with AI and related implementation guidelines, particularly in the context of Italian primary and secondary schools. The findings will provide recommendations for best practices in incorporating AI-based CLIL into the curricula for language teachers at these educational levels.