Artificial Intelligence in teaching English to cadets of higher military educational institutions: pedagogical, linguistic, technological and ethical aspects

doi:10.26565/2786-5312-2026-103-25

Oksana Romanova National Academy of the National Guard of Ukraine Associate Professor, Department of Foreign Languages, Language Training Centre https://orcid.org/0000-0003-1816-7055
Olena Mudryk National Academy of the National Guard of Ukraine, Senior Lecturer, Department of Foreign Languages, Language Training Centre https://orcid.org/0000-0001-9834-4212
Olha Serhiienko National Academy of the National Guard of Ukraine, Senior Lecturer, Department of Foreign Languages, Language Training Centre https://orcid.org/0009-0008-5370-1560

DOI: https://doi.org/10.26565/2786-5312-2026-103-25

Keywords: adaptive learning, AI assessment, artificial intelligence, English language teaching, military education, NATO communication, professional discourse

Abstract

This extended study is devoted to the integration of artificial intelligence (AI) technologies into English language teaching (ELT) for cadets at military higher education institutions. The increasing digitalisation of defence systems, NATO requirements for interoperability, and the global dominance of English as an operational lingua franca call for innovative pedagogical approaches. The article develops a comprehensive theoretical and applied framework for professionally oriented English language teaching using AI in military higher education institutions.

The methodology combines a theoretical synthesis of research on AI in ELT, a comparative analysis of intelligent learning systems, scenario-based learning modelling, and the alignment of competencies with the CEFR and NATO STANAG 6001 standards. Particular attention is paid to large language models, speech recognition systems, automated writing assessment tools, adaptive grammar diagnostics, and AI-based simulation environments.

The results of the study show that AI integration improves personalised learning trajectories, accelerates the acquisition of military terminology, enhances pronunciation accuracy, strengthens discourse competence, and supports communicative learning under stressful conditions. Practical training models and a semester-based implementation plan are proposed. Ethical, cognitive, and cybersecurity risks are considered.

The study concludes that AI significantly strengthens professionally oriented English training for cadets when embedded within structured methodological governance and instructor supervision.

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Author Biography

Oksana Romanova, National Academy of the National Guard of Ukraine Associate Professor, Department of Foreign Languages, Language Training Centre

Associate Professor, PhD in Philology

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