Digital literacy and media immunity in CLIL English language teaching: strategies for developing students' critical thinking in secondary and higher education institutions

Abstract

The studyʼs relevance stems from the increase in information saturation in the educational space, the strengthening of destructive information influences, and the need to target the development of critical thinking and a digital culture among education seekers in the context of the digitalization of education. The purpose of the study is to determine strategies for the formation of digital competence and media immunity in secondary and higher education seekers by combining language training based on the Content and Language Integrated Learning (CLIL) methodology with the development of content components related to the analysis of information flows, digital content and media messages. Methods. The methodological basis is a systematic analysis of modern pedagogical approaches to CLIL learning and a generalization of scientific sources on digital literacy and media education. The results of the study demonstrate that integrating thematic modules – dedicated to digital source management, media analysis, critical online communication, and ethics – into CLIL curricula systematically enhances studentsʼ information and analytical competencies. It has been established that including media literacy content blocks in language learning fosters skills in identifying manipulative strategies, assessing the reliability of information, and using digital tools for conscious communication in a foreign language. It has been proven that the CLIL approach creates conditions for the simultaneous development of speech competence, higher-level cognitive skills and elements of media immunity necessary for practical educational and professional activities. Conclusions. It is concluded that the use of an integrative approach in English language curricula contributes to the development of interdisciplinary competencies, particularly digital, informational, communicative, and critical-analytical, and meets modern requirements for training students in the information society.