In recent years, the global university rankings have highlighted the significance of student and teacher mobility, as well as the use of technology to facilitate virtual educational exchanges. As a result, there is an increased interest in specific programs and unique features that enhance internationalization in higher education, fostering competition between various institutions and countries. With globalization on the rise, Content and Language Integrated Learning (CLIL) is gaining significance at the tertiary level. This reflective work aims to examine the preconditions, facilitators and barriers to the implementation of CLIL in Algerian universities, to assess its impact on students' learning outcomes, language proficiency and academic success, to analyse the difficulties and opportunities in different academic contexts, and to explore the most effective methods for integrating CLIL in different academic settings. Ultimately, the present work puts forward a number of recommendations to support the continued advancement of internationalization efforts and the cultivation of globally competent graduates who can thrive in diverse academic and professional environments.
Benadda et al. (Thu,) studied this question.