The Evolving Role of the Foreign Language Teacher in Integrating the STEAM Approach Into Military Education

Abstract

The section explores the evolving role of the foreign language teacher in integrating the STEAM approach into the training of military specialists. It argues that language instruction in military education should move beyond isolated linguistic practice toward interdisciplinary learning that connects linguistic, technical, and professional competencies. The study identifies the core professional functions of the language teacher (educational, constructive, research, organizational, and evaluative) and explains how they transform in a STEAM-based environment. Particular attention is paid to the integration of language and professional disciplines, which fosters communicative, analytical, and decision-making skills essential for modern officers. Drawing on Canadian experience, the paper illustrates how project-oriented and technology-enhanced learning models can strengthen teamwork, intercultural competence, and professional adaptability. The survey conducted among cadets of the Hetman Petro Sahaidachnyi National Army Academy confirms the relevance of the STEAM approach and highlights the teacher’s role as an interdisciplinary facilitator who bridges linguistic and technical domains. The findings can inform the design of in-service training programs for foreign language teachers and contribute to the modernization of Ukraine’s military education system.