Biography
Biography pending.
Conference contributions 1
BEYOND LANGUAGE SUPPORT:
Artificial intelligence as a catalyst for CLIL transformation in Algerian higher education
Content and Language Integrated Learning (CLIL) has gained attention in higher education due to its capacity to develop disciplinary knowledge and English language competence within an integrated pedagogical framework. In the Algerian context, implementation faces structural and pedagogical constraints that shape classroom realities. These constraints include uneven linguistic proficiency among learners and limited instructional resources, alongside pressures linked to academic internationalization. Recent advances in Artificial Intelligence (AI) introduce for pedagogical innovation and curriculum enhancement. Moreover this study examines potential of AI as a catalyst for transforming CLIL practices in Algerian higher education. A qualitative exploratory design guides process to capture academic experiences. Data were collected through semi-structured interviews with fifteen university teachers engaged in English-medium instruction and CLIL-related practices at an Algerian university. Thematic analysis structured data and highlighted perspectives, opportunities, and challenges related to AI integration in CLIL contexts. Furthermore findings indicate that AI-based tools extend pedagogical scope of CLIL in ways. They support adaptive learning pathways and provide immediate feedback systems. They also offer instructional support and refined assessment practices. Participants describe how these tools strengthen learner autonomy, enrich classroom interaction, and facilitate engagement with disciplinary content. Additionally the analysis further shows that AI contributes to reshaping institutional practices and strengthening academic quality while supporting educational reform agendas. Ethical concerns, digital infrastructure limitations, and teacher preparedness emerge as conditions shaping implementation. The study positions Artificial Intelligence as a catalyst for the evolution of CLIL ecosystems in Algerian higher education and highlights implications for future pedagogical development.