Rethinking language teaching in Italian higher education: digital innovation and pedagocical readiness

As universities embrace digital transformation, the role of technology and the importance of sustainability in language education have become increasingly significant. Yet, the practical realities of digitalization often lag behind policy initiatives. The Italian university system, in particular, faces challenges in responding effectively to the ambitious goals set by national and European agendas for digital education. This study presents findings from the national PRIN project The Eco-Friendly Flexible Teaching Model, which investigates how university language educators perceive and implement digital technologies. Through a nationwide survey of English and German language and literature instructors in Italy, we explore the extent to which digital strategies are adopted, the challenges posed by evolving technological landscapes, and the competencies required for effective integration. In addition to addressing educators’ concerns about AI-driven language tools, e-learning platforms, and their pedagogical implications, we will showcase specific examples of online teaching and learning modules currently in use. These examples illustrate how instructors are leveraging digital resources to enhance engagement and support language acquisition. The study highlights the tension between institutional policies and the actual readiness of instructors to effectively integrate digital resources. By examining these perspectives, we provide recommendations for fostering a more sustainable, flexible, and technology-enhanced approach to language teaching in higher education.