The surveys reported here were developed by Working Group 4 of the COST Action CLILNetLE and focus on the digital practices that CLIL learners and teachers engage in both in their CLIL lessons and in their spare time. In addition, the surveys provide information on the influence that these activities have on students’ bi/multilingual disciplinary literacies. Administered in 11 European countries between March and June 2024, this large-scale quantitative investigation is the first of its kind to provide detailed information on the range and diversity of the digital practices that CLIL teachers engage in for learning and teaching purposes and those that students are engaged in and outside of school. This report begins with a description of the rationale and creation of the two surveys, the DLSS (Digital Literacy Student Survey) and the DLTS (Digital Literacy Teacher Survey), before presenting the main findings of both surveys. This is followed by a summative comparison of the findings, identifying their similarities and differences, and a list of recommendations for CLIL teachers, policy developers and teacher educators. While this report deals with the two data sets in their entirety, the eleven country reports provide detailed information on the respective data sets collected in Austria, Albania, Cyprus, Ireland, Italy, Portugal, Romania, Slovakia, Spain, Sweden and Turkey.