Students’ and Teachers’ Digital Practices In and out of the CLIL Classroom in Slovakia

Abstract

This study examines and compares the digital literacy practices of students and teachers engaged in Content and Language Integrated Learning (CLIL) in Slovakia. Drawing upon data from two national-level surveys—the Digital Literacies Student Survey (DLSS) and the Digital Literacies Teacher Survey (DLTS)—the research investigates the ways in which both cohorts access, utilise, and perceive digital technologies both within and beyond the classroom environment. Quantitative data derived from 38 student respondents and four in-service CLIL teachers revealed notable discrepancies in digital engagement, tool usage, and perceived competence. Whilst students reported high levels of informal digital activity—predominantly via mobile devices and social media platforms—teachers exhibited a more cautious and moderately integrated approach towards the use of digital instruments within CLIL lessons. The findings highlight a generational and pedagogical gap in digital literacy application, with implications for teacher training, curriculum design, and strategic policy development. Recommendations emphasize the need for enhanced professional development and the alignment of instructional practices with students' existing digital competencies to support effective bilingual education.