The Role of Interdisciplinarity in CLIL Didactic Materials The Case of Master One student in the Biology department at Abbes Laghrour University-Khenchela.

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Abstract This study dives into the fascinating world of blending different subjects together in teaching materials known as Content and Language Integrated Learning (CLIL). Specifically, it focuses on how this integration impacts educational practices in Algerian universities, like Khenchela University. By combining theories and real-life studies, this research explores the challenges and opportunities of incorporating different disciplines into CLIL teaching methods. Using a mix of different research methods, the study carefully examines how different subjects can enhance both content knowledge and language skills. The findings highlight the positive collaboration among teachers, showing how different disciplines can work together harmoniously in the education system. Additionally, the research reveals that students are open to interdisciplinary collaboration, demonstrating their ability to reflect critically and communicate effectively, which are key skills in navigating the complexities of modern academia. However, the study also sheds light on ongoing challenges, such as the lack of evaluation systems and specialized training in CLIL teaching methods. These findings emphasize the need to create an environment that promotes interdisciplinary collaboration, critical thinking, and effective communication. By addressing these challenges head-on and making the most of interdisciplinary approaches, educators can unlock the full potential of CLIL, equipping students with the skills they need to succeed in a constantly changing global landscape. Key words: interdisciplinarity, CLIL, didactic materials, collaboration, critical reflection, communication, systematic evaluation, Algerian universities.