Microlearning as an approach to integrating CLIL elements into professionally oriented courses under limited institutional implementation conditions
Abstract
This paper examines the potential of integrating elements of Content and Language Integrated Learning (CLIL) into professionally oriented courses through microlearning under conditions of limited institutional support. The relevance of the study is determined by the growing demand for foreign language communicative competence alongside the inability to significantly expand language components within curricula. The aim of the research is to provide a theoretical justification and to develop a conceptual model for integrating CLIL elements into professional courses without structural modifications. The methodology is based on a theoretical-analytical approach, including content analysis, comparative analysis, and conceptual modeling. As a result, an original model of CLIL integration via microformats is proposed, grounded in the principles of micro-dosing, integration, cognitive accessibility, contextualization, and flexibility. The model incorporates micro-modules, differentiates levels of integration (lexical, discursive, cognitive), and applies a four-phase learning cycle. The findings demonstrate that combining microlearning with the concept of “soft CLIL” enables effective integration of language and content without major curriculum changes. The practical significance lies in the applicability of the model as a flexible tool for implementing CLIL elements in higher education contexts with limited resources.
Downloads
References
Beakes, T. (n.d.). Integrating content and language in multilingual schools. The Bell Foundation. https://www.bellfoundation.org.uk/news/blog-integrating-content-and-language-in-multilingual-schools/
Buchem, I., & Hamelmann, H. (2010). Microlearning: A strategy for ongoing professional development. eLearning Papers, 21, 1–15. https://www.researchgate.net/publication/341323117
Budiarta, I. K., Artini, L. P., Padmadewi, N. N., & Nitiasih, P. K. (2023). CLIL in the Online Micro-teaching: Factors affecting content and language achievement. International Journal of Learning Teaching and Educational Research, 22(2), 37–53. https://doi.org/10.26803/ijlter.22.2.3
Charunsri, K. (2020). The challenges of implementing content language integrated learning in tertiary education in Thailand: A review and implication of materials. Advances in Language and Literary Studies, 10(4), 125–129. https://doi.org/10.7575/aiac.alls.v.10n.4p.125
Chetveryk, V. (2026). Microlearning as a strategy for CLIL implementation. In Horyzonty suchasnoi filolohii [Horizons of Modern Philology] (pp. 434–438). KhNPU imeni H. S. Skovorody. https://doi.org/10.5281/zenodo.19634026
Chetveryk, V. K., & Veretiuk, T. V. (2026). CLIL for developing professional terminological competence in a foreign language. In Research and Education in a Globalized world: European integration processes. Contemporary challenges and transformations : Book of papers of the International Forum for Young Researchers (pp. 290–291). O. M. Beketov National University of Urban Econоmy in Kharkiv. https://eprints.kname.edu.ua/75903/
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge University Press.
Hosler, K. (2025). Microlearning: Transform content into bite-sized units with AI. eLearn, 2025(7). https://doi.org/10.1145/3748495.3704731
Hug, T. (2006). Microlearning: A new pedagogical challenge (Introductory note). In T. Hug (Ed.), Microlearning: Emerging concepts, practices and technologies after e-learning (pp. 8–11). Innsbruck University Press.
Hunter, M., & Parchoma, G. (2024). Symposium 3: Content and language integrated learning. Proceedings of the International Conference on Networked Learning, 8, 514–521. https://doi.org/10.54337/nlc.v8.9129
Ikeda, M., Izumi, S., Watanabe, Y., Pinner, R., & Davis, M. (2021). Soft CLIL and English language teaching: Understanding Japanese Policy, Practice, and Implications. Routledge. https://doi.org/10.4324/9780429032332
InnerDrive Ltd. (n.d.). Cognitive load theory: In the classroom. Department of Education. https://www.education-ni.gov.uk/sites/default/files/2025-09/Cognitive%20Load%20Theory.PDF
Lin, T.-Y., Yang, C.-C., & Huang, B.-R. (2023). Going Beyond Language Learning: A Microlearning instructional design to promote EFL learners’ collaboration competency. International Journal of Emerging Technologies in Learning (iJET), 18(12), 224–251. https://doi.org/10.3991/ijet.v18i12.38443
Liu, J. E. (2025). Multimodality for/as learning in soft CLIL: implications for teacher professional development. International Journal of Bilingual Education and Bilingualism, 29(3), 308–330. https://doi.org/10.1080/13670050.2025.2585264
Loan, T. T. T. (2025). Investigating the opportunities and obstacles in CLIL implementation at the tertiary level. International Journal on Studies in English Language and Literature, 13(9), 12–19. https://doi.org/10.20431/2347-3134.1309002
Lopez, S. (2024). Impact of cognitive load theory on the effectiveness of microlearning modules. European Journal of Education and Pedagogy, 5(2), 29–35. https://doi.org/10.24018/ejedu.2024.5.2.799
Main, P. (n.d.). Cognitive load theory: 12 strategies to reduce overload. Structural Learning. https://www.structural learning.com/post/cognitive-load-theory-a-teachers-guide
Martїnez-Soto, T., & Prendes-Espinosa, P. (2023). A Systematic review on the role of ICT and CLIL in compulsory Education. Education Sciences, 13(1), 73. https://doi.org/10.3390/educsci13010073
Maslova, A., & Honcharova, O. (2022). Implementatsiia tekhnolohii CLIL v navchalnyi protses ZVO v konteksti zastosuvannia krashchykh osvitnikh praktyk YeS [Implementation of CLILtechnology in the educational process of higher education institutions through the use of the best educational practices of the EU]. Naukovyi visnyk melitopolskoho derzhavnoho pedahohichnoho universytetu. Seriia: Pedahohika [Scientific Bulletin Melitopol State Pedagogical University. Series: Pedagogy], 2(29), 112–117. https://doi.org/10.33842/22195203-2023-29-112-117 [in Ukrainian]
Movchan, S. (2025). Microlearning: The key to capturing modern learners’ attention. Learning Guild. https://www.learningguild.com/articles/microlearning-the-key-to-capturing-modern-learners-attention
Müller, F. A., & Wulf, T. (2023). Differences in learning Effectiveness across Management Learning Environments: A Cognitive Load Theory perspective. Journal of Management Education, 48(4), 802–828. https://doi.org/10.1177/10525629231200206
Ouwehand, K., Lespiau, F., Tricot, A., & Paas, F. (2025). Cognitive Load Theory: Emerging trends and Innovations. Education Sciences, 15(4), Article 458. https://doi.org/10.3390/educsci15040458
Paas, F., & Van Merriënboer, J. J. G. (2020). Cognitive-Load Theory: Methods to manage working memory load in the learning of complex tasks. Current Directions in Psychological Science, 29(4), 394–398. https://doi.org/10.1177/0963721420922183
Posudiievska, O. (2023). Pidkhid CLIL (predmetno-movnoho intehrovanoho navchannia) v ukrainskii systemi osvity: osoblyvosti ta perspektyvy vprovadzhennia [The CLIL approach (content and language integrated learning ) in Ukrainian system of education: peculiarities and perspectives of implementation]. Aktualni pytannia humanitarnykh nauk [Humanities Science Current Issues], 2(70), 326–332. https://doi.org/10.24919/23084863/70-2-49 [in Ukrainian]
Salleh, D., Khairudin, N., & Ibrahim, M. (2022). Micro learning: Motivating students’ learning interests. Jurnal Psikologi Malaysia, 36(1), 153–162. https://spaj.ukm.my/ppppm/jpm/article/view/715
Shevchenko, I. V., & Kordiuk, O. M. (2020). Implementatsiia metodyky predmetno-movnoho intehrovanoho navchannia (CLIL) u protsesi vykladannia «Praktychnoho kursu osnovnoi movy (anhliiska)» dlia studentiv II kursu ZVO Ukrainy [Implementation of CLIL methodology in teaching “Practical Course of the Main Language (English)” for second-year university students in Ukraine]. Naukovi zapysky. Seriia: Pedahohichni nauky [Scientific Notes. Series: Pedagogical Sciences], 185, 187–191. https://doi.org/10.36550/2415-7988-2019-1-185-187-191 [in Ukrainian]
Skulmowski, A., & Xu, K. M. (2021). Understanding Cognitive Load in Digital and Online Learning: a New Perspective on Extraneous Cognitive Load. Educational Psychology Review, 34(1), 171–196. https://doi.org/10.1007/s10648-021-09624-7
Soloshchenko, V. (2023). Osoblyvosti realizatsii predmetno-movnoho intehrovanoho navchannia (CLIL) yak providnoi metodyky navchannia inozemnykh mov u Yevropi [Features of the implementation of content and language integrated learning (CLIL) as a leading teaching method foreign languages in europe]. Visnyk Natsionalnoho universytetu «Chernihivskyi kolehium» imeni T. H. Shevchenka [Bulletin of the T.H. Shevchenko National University “Chernihiv Colehium”], 177(21), 116–120. https://doi.org/10.58407/visnik.232119 [in Ukrainian]
Soloshenko-Zadniprovska, N. K. (2025). Keis-stadi u vykladanni inozemnoi movy: mizhkulturnyi aspekt [Case Study in Foreign Language Teaching: Intercultural Aspect]. In Movna osvita fakhivtsia: suchasni vyklyky ta tendentsii [Language education of a specialist: modern challenges and trends] (pp. 238–244). NIuU imeni Yaroslava Mudroho. https://dspace.hnpu.edu.ua/handle/123456789/17967 [in Ukrainian]
Stefková, J., Danihelová, Z., & Kováčiková, E. (2021). Implementation of CLIL at technical university focusing on CLIL teacher profile. Advanced Education, 8(19), 89–102. https://doi.org/10.20535/2410-8286.240313
Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive Load Theory. Springer Science & Business Media.
Sweller, J., Van Merriënboer, J. J. G., & Paas, F. (2019). Cognitive Architecture and Instructional Design: 20 years later. Educational Psychology Review, 31(2), 261–292. https://doi.org/10.1007/s10648-019-09465-5
Syzova, S. (2025). Vprovadzhennia modeli predmetno-movnoho intehrovanoho navchannia inshomovnomu chytanniu studentiv ZVO [Implementation of the model of subject language integrated learning of foreign reading for students in higher education institutions]. Aktualni pytannia humanitarnykh nauk [Current Issues of Humanitarian Sciences], 3(84), 271–277. https://doi.org/10.24919/2308-4863/84-3-39 [in Ukrainian]
Tufan, D. (2021). Multimedia design principles for microlearning. In Microlearning in the digital age (pp. 58–79). Routledge. https://doi.org/10.4324/9780367821623-6
Veretiuk, T. V. (2025). Enhancing language learning through CLIL in literature classes. In Research and education in the global world: Eurointegration processes in the time of war (pp. 421–423). O. M. Beketov NUUE in Kharkiv. https://dspace.hnpu.edu.ua/handle/123456789/18619
Veretiuk, T., & Chetveryk, V. (2024). Rozvytok inshomovnoi profesiinoi kompetentnosti za dopomohoiu CLIL [Developing Foreign Language Professional Competence through CLIL]. In Aktualni pytannia vyvchennia hermanskykh, romanskykh i slov’ianskykh mov i literatur ta metodyky vykladannia inozemnykh mov [Current issues of studying Germanic, Romance and Slavic languages and literatures and methodology of teaching foreign languages] (pp. 45–49). DonNU im. V. Stusa. https://dspace.hnpu.edu.ua/handle/123456789/16602 [in Ukrainian]
Yaprynets, T., & Onipko, V. (2025). Adaptyvne mikro navchannia yak innovatsiina tekhnolohiia profesiinoi pidhotovky maibutnikh fakhivtsiv ahrarnoi haluzi [Adaptive microlearning as an innovative technology for the professional training of future specialists in the agricultural sector]. Visnyk Hlukhivskoho natsionalnoho pedahohichnoho universytetu imeni Oleksandra Dovzhenka [Bulletin of the Oleksandr Dovzhenko Hlukhiv National Pedagogical University], 2(58), 48–57. https://doi.org/10.31376/2410-0897-2025-2-58-48-57 [in Ukrainian]
