Keyword: «stem teacher»

The article examines the pedagogical characteristics of the STEM educator as a professional capable not only of delivering integrated knowledge from scientific and technical domains but also of fostering engineering thinking, inquiry-driven engagement, and self-confidence in students’ creative potential. Drawing on an analysis of both international (2020–2025) and Russian research, the paper argues that the effectiveness of the STEM approach depends less on the level of technological equipment and more on the teacher’s humanistic orientation–specifically, their ability to connect technical challenges with real human needs and to cultivate a learning environment where failure is perceived not as a setback but as a stage in the journey of discovery. Particular emphasis is placed on the Russian context, including data from national monitoring studies, practices of innovative educational sites, and the challenges faced by teachers in mainstream schools when implementing interdisciplinary instructional models.