Experiences and Attitudes of In-service STEM Teachers Towards the English Language Course in Ukraine

This study explores the experiences and attitudes of in-service STEM (science, technology, engineering, and mathematics) teachers in Ukraine (N=42) who participated in an English language course designed to enhance their proficiency and incorporation of English into their teaching practice. Given Ukraine’s ongoing efforts toward European integration, the study highlights the role of English language skills in their professional development and access to global knowledge in the STEM fields. Using a mixed-methods research design, we collected quantitative and qualitative data through Google Forms and interviews conducted online with in-service, secondary school STEM teachers from different regions of Ukraine. The findings illustrate the positive impact of an English language course on increased confidence in English communication and STEM teaching. STEM teachers demonstrated a high level of satisfaction at the end of the English language course, mentioning the expertise of the instructors, supportive peers, and tangible improvements in mastering English. Participants attributed their improvements to the course’s learning resources, online delivery, interactive learning approach, and formative assessments. Despite the challenge of wartime disruptions and frequent power outages, participants demonstrated resilience and a deep commitment to learning. Most respondents expressed readiness for continued self-study and a desire to continue learning English. The research offers practical implications for policymaking, curriculum design, and professional development for educators.

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