The concluding chapter, with a humanistic perspective on learning and technology, emphasizes the unique human aspects that AI cannot replicate, such as factuality, creativity, and humanity.

An investigation of how AI can be applied within specific subjects and disciplines, including TPACK, subject didactic opportunities and problems, and a focus on search criticism and source awareness.

A panoramic view of the digital era and how AI affects today's teaching, introducing the opportunities and simultaneous challenges that technology brings.

An introduction to AI, including an overview of essential technologies such as machine learning and deep learning, and a discussion on generative AI and its potential limitations. The chapter includes an exploration of AI's history, including its relationship to cybernetics, its role as a codebreaker, periods of optimism and “AI winters,” and today's global development with generative AI. Chapter 1 also include an analysis of AI's role in the international and national context, focusing on potential conflicts of goals and threats that can arise from technology.

The chapter highlights the importance of AI literacy. Opportunities and challenges that AI creates in the educational context, such as strategies for technology use, and what AI tools like ChatGPT can enable and hinder in the learning process.

This chapter summarizes the complex nature of bilingual academic communication, highlighting the gradual and non-binary process of language acquisition. It emphasizes the importance of academic language, which is structured with regular patterns that facilitate learning in subjects like math, history, and science. It advocates for a deeper understanding of how academic language proficiency is developed through the systematic practice of lexis, syntax, and discourse.

In an era of globalization, multilingualism is vital for social mobility and equity. Educational institutions must adapt to the multilingual reality of today’s classrooms, where proficiency in a global language can open doors to social rights and international participation. The chapter stresses that multilingualism should be seen as an asset, not a transitional quirk, and highlights the benefits of bilingual education in fostering cognitive flexibility and critical thinking. Finally, it explores the need for proper resources, including qualified bilingual teachers, to make bilingual education effective and accessible to all students.

This chapter delves into the role of discourse in language development, extending beyond simple grammar to encompass social context and effective communication. It examines how cognitive structures, linguistic principles, and text genres – narrative, descriptive, expository, and argumentative – interact to shape discourse. Special focus is placed on cognitive discourse functions (CDFs), which guide thought and communication, alongside the importance of cohesion and coherence in constructing meaning.

While discourse is often overshadowed by syntax and lexis, research uncovers developmental patterns in both monolinguals and bilinguals. As learners advance, they refine cohesion strategies, transition from narrative to expository texts, and better integrate CDFs. Tools like Coh-Metrix and TAACO aid in discourse analysis, though much is still to be explored.

L1 and L2 discourse development follows similar paths, though L2 growth may lag due to syntactic proficiency thresholds. This chapter highlights the interplay of cognition, language exposure, and academic demands in shaping discourse mastery, reinforcing the need to support multilingual proficiency in education.

This chapter uncovers the power of academic language in bilingual education. Unlike casual speech, academic language is structured, dense, and cognitively demanding – challenging L2 learners. Success requires ‘L2 instructional competence’, blending language proficiency with advanced cognitive functions.

We explore key theories like the threshold hypothesis, which suggests a minimum language level for learning, and the interdependence hypothesis, which highlights skill transfer between languages. Classroom models categorize tasks by cognitive demand, illustrating structured speaking patterns and the need for rediscursification – language adjustments that enhance comprehension.

Academic language is crucial for professional and societal success, from writing essays to understanding abstract concepts. Biliteracy is a continuous process, supported by bilingual programmes such as CLIL and EMI. By linking cognitive insights with multilingual education, this chapter sets the foundation for quality bilingual instruction in a multilingual world.