Interdisciplinary educational management: oral communication in english for state security professionals

Abstract

Introduction: This study analyzes the causes of the limited development of oral communication in English among State Security Science professionals, focusing on the disconnect between language training and the operational demands of the Main Integrative Discipline (MID). The identified curricular fragmentation hinders the practical application of the language in real-world contexts, such as interpreting classified information or coordinating in multicultural environments. Materials and methods: A mixed-methods (sequential explanatory) design was used with a stratified sample of 60 students. Questionnaires, semi-structured interviews with administrators, graduates, and faculty, and observations of real-world operational situations were used, validated by experts and the Common European Framework of Reference for Languages (CEFR). Results: The findings revealed that 82% of students perceive a disconnect between the MID and English classes. Only 32% were able to accurately communicate critical instructions in observations, and barely 25% adapted their communication to intercultural norms. Interviews indicated that 75% of mission errors stem from failures in English interpretation. Discussion: The results confirm that the lack of curricular integration and contextualized pedagogical activities limits communicative adaptation in operational confrontation contexts. The need for an interdisciplinary curricular redesign and joint teacher training to close this gap is highlighted. Conclusions: It is concluded that interdisciplinary training management that organically integrates English with International Public Relations (IPR) is imperative, prioritizing authentic scenarios and collaborative teacher training, to prepare professionals capable of operating with communicative effectiveness in global security scenarios.