CLIL+IA and the Ethics of Learning: Co-Designing AI Literacy and Bilingual Assessment Across Educational Contexts

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.