THEORETICAL ASPECTS OF STEM EDUCATION IN TEACHING ENGLISH: RELEVANCE, CURRENT STATE, AND PROSPECTS FOR FURTHER IMPLEMENTATION IN UKRAINE

Abstract

The article addresses topical issues of STEM education implementation in Ukraine within the framework of the global «New Ukrainian School» reform and integration into the European educational space. The essence of the STEM approach is analyzed as an innovative didactic system based on interdisciplinary practices, combining natural sciences, mathematics, and technology to foster critical thinking and practical skills in learners. The evolution of the concept from STEM to STEAM is highlighted, where the inclusion of the arts and humanities is considered a necessary condition for strengthening the links between science, creativity, and innovative entrepreneurship. It is emphasized that, despite the lack of a unified definition, STEM education in Ukrainian discourse is interpreted as a collaborative activity of educational stakeholders aimed at overcoming the fragmentation of knowledge. Particular attention is paid to the analysis of four integrative learning approaches: disciplinary, multidisciplinary, interdisciplinary, and transdisciplinary. The latter is considered the most promising approach, enabling the synthesis of knowledge across various fields. By transcending traditional disciplinary boundaries, it fosters a holistic worldview and the development of key professional competencies essential for the modern labour market. The authors propose an original STEM lesson titled «The Mystery of Africa», providing an analysis that demonstrates a model of horizontal integration where the English language serves as a medium for mastering scientific content. The distribution of interconnected lesson components according to the STEM methodology is balanced. The methodological architecture of the lesson, based on Bloom’s Taxonomy, ensures a consistent transition from lower to higher cognitive levels. The authors prove the effectiveness of combining grammatical material with mathematical and scientific scales and measurements, which contributes to a deeper acquisition of linguistic structures. It is emphasised that the use of authentic resources ensures academic validity and promotes the formation of global competence and environmental awareness. The study confirms that integrated learning enables the development of 4C skills, which are fundamental for a modern individual.