Teachers’ CLIL ID on technology-integrated extramural language practices and individual differences: European and Pan-European cross-country research

Abstract

This study investigates the perceptions of Content and Language Integrated Learning (CLIL) teachers across Austria, Turkey, Spain, and Albania regarding the integration of digital technologies in CLIL contexts. The research addresses a critical gap in the literature, as the intersection of digital literacy and CLIL pedagogy—particularly from teachers’ perspectives—has received limited attention. Employing a cross-national survey (DLTS) within the framework of COST Action #21114, the study collected data from 135 teachers. The methodology combined descriptive and inferential statistical analyses, including one-way ANOVA and hierarchical multiple regression, to explore the influence of individual differences on teachers’ perceptions of technology integration. Results indicate overall positive, though moderate, perceptions of technology’s role in fostering disciplinary literacy and multilingualism. However, significant contextual disparities emerged, notably between countries with more established CLIL frameworks (Spain and Austria) and those with developing practices (Albania and Turkey). Surprisingly, individual factors such as age, seniority, or CLIL training did not significantly predict teachers’ attitudes towards technology integration. Teachers’ primary challenges included infrastructural inadequacies, limited professional development, and institutional resistance to change. The findings underscore the importance of tailored professional support and policy-driven infrastructure.