Mission of the Study Program

Anchored in the need to advance education in order to prepare students to function in globalized, plurilingual spaces, the mission of the Master’s program Content and Language Integrated Learning for Primary and Pre-school Teachers – Didactics of Nonlinguistic Subjects in English is to train primary and pre-school teachers by developing their competencies in Content and Language  Integrated Learning through  English, using the CLIL methodology. In today’s educational landscape, students require both communication skills and fluency in foreign languages other than their mother tongue. CLIL—Content and Language Integrated Learning in English—supports students in achieving these skills without overburdening the school curriculum, while also fostering engagement through transdisciplinary learning sequences.

General Objective of the Study Program

The general objective of the Master's program Content and Language Integrated Learning for Primary and Pre-school Teachers – Didactics of Nonlinguistic Subjects in English is to train future teachers in implementing the CLIL methodology. This involves equipping them with a comprehensive understanding of CLIL principles, practical strategies for application, and the tools necessary to create effective and engaging bilingual learning environments. Through interactive sessions, collaborative projects, and expert guidance, students will develop the competencies required to successfully integrate language and content learning within their classrooms. Upon completion of the program, graduates will possess a solid foundation in CLIL methodology along with practical experience in designing and implementing CLIL-based lessons. They will be prepared to foster dynamic and effective bilingual environments that enhance both subject understanding and language proficiency. This training will empower educators to innovate in their pedagogical practices and support students in acquiring multilingual competencies.

Competencies Developed Within the Master Study Program

Professional Competencies

• PC1. Conducts educational activities: Plans, implements, and supervises educational activities for various target groups, including pupils, students, specialized groups, or the general public.
• PC2. Applies teaching strategies: Uses diverse approaches, learning styles, and channels to educate students, such as presenting content in accessible terms, organizing discussions for clarity, and reiterating arguments when necessary. Employs a wide range of teaching tools and methodologies appropriate for the classroom content, level, objectives, and learners' needs.
• PC3. Ensures content quality: Validates content by assessing it against formal, functional, and usability quality standards.
• PC4. Identifies training needs: Analyzes training issues and identifies organizational or individual training requirements to provide instruction tailored to existing competencies, profiles, resources, and challenges.
• PC5. Structures information: Organizes information systematically using mental models and established standards to facilitate user comprehension and alignment with specific production environments.
• PC6. Utilizes various communication channels: Employs verbal, handwritten, digital, and telephone communication to construct and exchange ideas and information.
• PC7. Develops digital educational materials: Creates pedagogical resources (ICT-based learning, educational video/audio materials, Prezi presentations) using digital technologies to enhance learners’ experiences and awareness.
• PC8. Creates digital content: Produces and edits digital content in various formats, effectively expressing ideas through digital means.

Transversal Competencies

• TC1. Demonstrates self-reflection: Regularly and systematically analyzes personal actions, performance, and attitudes; makes necessary adjustments and seeks professional development opportunities to address identified knowledge and practice gaps.
• TC2. Thinks analytically: Applies logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions, or approaches to problems.

Occupational Profile

• Instructional Designer

Curriculum 2025–2027