This paper presents findings from a transdisciplinary, AI-enhanced CLIL project connecting secondary and university education through participatory, ethics-driven assessment. Beginning with a co-designed project in an Italian high school and evolving into a university Psychology Lab, it explores how AI literacy, critical thinking, and intercultural citizenship can be taught and assessed. It reconceptualises assessment as a threefold cultural, epistemological, and social act. The resulting CLILIA framework extends Coyle’s 4Cs by adding AI and interdisciplinary literacies, shifting evaluation from a judgment mirror of performance to a reflective lamp of talent. CLILIA positions learners as epistemic agents using AI responsibly and creatively.
View the full presentation here:
Alpini, G. (2025, September 29). CLIL+IA and the Ethics of Learning: Co-Designing AI Literacy and Bilingual Assessment Across Educational Contexts. AIEOU Inaugural Conference, University of Oxford. Zenodo. https://doi.org/10.5281/zenodo.17226036
The content expressed here is that of the author(s) and does not necessarily reflect the position of the website owner. All content provided is shared in the spirit of knowledge exchange with our AIEOU community of practice. The author(s) retains full ownership of the content, and the website owner is not responsible for any errors or omissions, nor for the ongoing availability of this information. If you wish to share or use any content you have read here, please ensure to cite the author appropriately. Thank you for respecting the author's intellectual property.
