CLIL PROJECTS IN THE TRAINING OF SPECIALISTS IN “GEODESY AND LAND MANAGEMENT”

Abstract

The article delves into the integration of Content and Language Integrated Learning (CLIL) into the professional training of students majoring in Geodesy and Land Management within the context of educational digitalisation and globalisation. CLIL is presented as a dynamic interdisciplinary strategy that seamlessly combines subject content, Englishmedium communication, and digital technologies through project-based and blended learning. The purpose of the study is to design a CLIL model that unites the 4C framework (Content, Communication, Cognition, Culture)-a framework that emphasizes the integration of subject content, language, and culture, and the principle of “triple literacy” (linguistic, digital, and spatial)-a concept that promotes proficiency in three key areas of literacy, and incorporates visual-narrative practices into geodetic education. The methodology is based on an analytical review of current CLIL/EMI and digital competence research (DigComp, DigCompEdu), a synthesis of European experience, and practical implementation of Geographic Information Systems (QGIS, ArcGIS, Sentinel Hub, StoryMaps, Google Earth Engine). The paper outlines a series of CLIL project formats – Geo-visual Report, 3D Landscape Mapping, Virtual Field Trip, Data Storytelling, GeoPoster, and GeoPodcast–that foster students’ professional English competence, analytical and visual thinking, intercultural communication, and academic mobility, offering promising benefits for geodetic education. The novelty of the study lies in adapting European CLIL approaches to the Ukrainian technical context, integrating content, language, and technology into a unified educational system. The practical significance is reflected in the model's applicability for developing English-medium courses in technical universities, thereby enhancing the quality of professional training and increasing the international attractiveness of Ukrainian geodetic education.