Bridging the Digital Divide with CLIL: Teaching 21st Century Skills through Integrated Content and Language
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2025
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| author | Javokhir, Bakhromov Shomuratova Munira |
| author_facet | Javokhir, Bakhromov Shomuratova Munira |
| contents | <p><strong><span lang="EN-US">Abstract: </span></strong><span lang="EN-US">In the 21st century, the development of digital literacy, critical thinking, collaboration, and communication has become essential for students to succeed in both academic and real-world contexts. However, unequal access to technology and digital resources — known as the digital divide — prevents many learners from acquiring these vital skills. This paper investigates how the CLIL (Content and Language Integrated Learning) approach can be effectively employed to teach 21st-century competencies while addressing digital inequality. It examines how integrating subject content and language learning can serve as a platform for students to practice digital tools, problem-solving strategies, and collaborative tasks, even in resource-limited environments. The paper also presents practical solutions such as blended learning models, low-tech alternatives, and differentiated instruction tailored to various access levels. By aligning CLIL with inclusive digital education practices, the study argues for a more equitable and future-oriented approach to teaching in both urban and rural schools.</span></p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_15648447 |
| institution | Zenodo |
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| publishDate | 2025 |
| publisher | Zenodo |
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| spellingShingle | Bridging the Digital Divide with CLIL: Teaching 21st Century Skills through Integrated Content and Language Javokhir, Bakhromov Shomuratova Munira CLIL, Digital divide, 21st-century skills, integrated learning, educational equity, digital literacy, inclusive education, low-resource classrooms, language and content integration, educational technology. <p><strong><span lang="EN-US">Abstract: </span></strong><span lang="EN-US">In the 21st century, the development of digital literacy, critical thinking, collaboration, and communication has become essential for students to succeed in both academic and real-world contexts. However, unequal access to technology and digital resources — known as the digital divide — prevents many learners from acquiring these vital skills. This paper investigates how the CLIL (Content and Language Integrated Learning) approach can be effectively employed to teach 21st-century competencies while addressing digital inequality. It examines how integrating subject content and language learning can serve as a platform for students to practice digital tools, problem-solving strategies, and collaborative tasks, even in resource-limited environments. The paper also presents practical solutions such as blended learning models, low-tech alternatives, and differentiated instruction tailored to various access levels. By aligning CLIL with inclusive digital education practices, the study argues for a more equitable and future-oriented approach to teaching in both urban and rural schools.</span></p> |
| title | Bridging the Digital Divide with CLIL: Teaching 21st Century Skills through Integrated Content and Language |
| topic | CLIL, Digital divide, 21st-century skills, integrated learning, educational equity, digital literacy, inclusive education, low-resource classrooms, language and content integration, educational technology. |
| url | https://doi.org/10.5281/zenodo.15648447 |