DIGITAL STORYTELLING FOR FOSTERING ENGINEERING THINKING WITHIN THE STEAM-ORIENTED ENGLISH LANGUAGE CLASSROOM

Abstract

Purpose. The article aims to provide a theoretical substantiation and practical approbation of a transdisciplinary model for an original STEAM lesson (“Discovering the World of Arts”), where the English language and the Arts component serve as mediators for integrating technical creativity, mathematical calculations, and digital storytelling into the educational environment of the New Ukrainian School. Methods. The study is based on a complex of general scientific methods: analysis and systematization of scientific and pedagogical literature to clarify the conceptual framework (STEM, STEAM, digital storytelling, engineering thinking); theoretical generalization and modeling of an original lesson correlating with a transdisciplinary learning system; the deductive method for predicting expected learning outcomes; and a critical analysis of digital divide risks. Results. The paper substantiates the role of the Arts component as a methodological toolkit for the cognitive processing of scientific information. An original lesson model is presented, synthesizing English language learning (B1/B2 level) with the history of ancient architecture, the physics of sound, and 3D modeling in Tinkercad. It is demonstrated that digital storytelling and dramatization facilitate the transition from language acquisition to the creation of a “scientific narrative.” Findings indicate that the “ensemble collaboration” strategy allows for effective role distribution among students with diverse types of intelligence, mitigating technical challenges and fostering inclusive learning. Conclusions. It is proven that the transformation of STEM into STEAM ensures multimodality in learning and deep reorganization of neural connections through the combination of logic and imagination. In this model, the English language becomes a tool for articulating interdisciplinary ideas. A STEAM-based lesson intensifies the development of soft skills (collaboration, critical thinking, adaptability), which is crucial for preparing specialists for the 2030 labor market demands. Prospects for further research involve developing criteria for assessing transdisciplinary competencies and implementing immersive technologies (VR/AR) within STEAM integration.