This volume critically re-conceptualises Content and Language Integrated Learning (CLIL) for the era of artificial intelligence. Moving beyond descriptive accounts of digital tools, it interrogates AI's reshaping of knowledge, pedagogy, curriculum, and teacher roles to advance a new paradigm: AI-CLIL.

Addressing pressing international questions-what competences endure, what practices must evolve, and what becomes obsolete?-Reframing CLIL in the AI Era situates CLIL at the intersection of AI, multilingual education, ethics, and emerging policy. Rather than describing isolated technologies, each chapter analyses systemic shifts in assessment, teacher agency, learner autonomy, curriculum design, and multiliteracies. Educational policy and ethical AI literacy are threaded through three cohesive sections: Foundations and Policy; Pedagogical Models and Teacher Competences; Implementation, Evaluation, and Future Trajectories.

Designed for educators, teacher trainers, curriculum designers, and pre-service teachers, this book delivers empirically grounded cases and scalable pedagogical frameworks. It answers a critical gap: how to educate with AI, about AI, and despite AI-ensuring human-centred pedagogies where AI augments but does not replace linguistic, cognitive, and critical learning.

Letizia Cinganotto is an Associate Professor of language education at the Università per Stranieri di Perugia, Italy

Michael Thomas is Professor of Education and Social Justice and Head of the Liverpool Institute for Research in Education (LIFE) at Liverpool John Moores University, UK

Giorgia Montanucci is a doctoral candidate in Linguistics and Language Teaching at the Università per Stranieri di Perugia