OIDA International Journal of Sustainable Development
Open-access peer-reviewed journal
https://doi.org/10.64211/oidaijsd190613
Applying Emotional Intelligence and Cognitive Behavioral Models to Improve Communication in Non-Native English-Speaking Management Students
V.N. Sudheer 1*, Pratibha Pandey 2, Ravisankar A V 3, V. Balasubramanian 4, Abdul Mateen Mohammed 5
1,2 School of Liberal Studies, CMR University, Bangalore, India.
3 Department of Psychology, Alliance University, Bangalore, India.
4 School of Management, CMR University, Bangalore, India.
5 Department of Mechanical Engineering, CMR University, Bangalore, India.
* Corresponding authour: sudheer.v@cmr.edu.in
Volume 19, Issue 09, Pg. 173-188, 2026.
Abstract: The issue of communication apprehension has been a major obstacle to the professional incorporation of non-native English-speaking (NNES) students in management, frequently halting the process of adapting to international leadership. Whereas the conventional language training focuses on accuracy in languages, often overlook the psychological affective filter that constitutes an impediment to the performance of the language. To overcome these barriers, this study hypothesizes a multidisciplinary model of intervention that combines the Emotional Intelligence (EI) and Cognitive Behavioral Models (CBM) interventions. Based on a mixed-methods quasi-experimental design, the study selected N=120 management students who took an eight-week Integrated Communication Resilience Program (ICRP), a self-regulation and cognitive restructuring program. The findings reveal a statistically significant change in the student performance, with the most significant change evident in the 29.5% decrease in the total score of the communication apprehension scores (p <.001) after the intervention. The qualitative analysis also indicates that emotional mastery based on EI and thought restructuring based on CBM enabled students to change their professional role as language learners into global managers. The paper concludes with the idea that sustainable human capital development in higher education needs a shift toward a Sustainable Pedagogy, which focuses on the development of psychological resilience as well as technical skills. The results provide a feasible approach for business schools to meet the Sustainable Development Goals (SDG 4 and 8) to provide inclusive and equal access to professional opportunities to diverse student groups.
Keywords: Cognitive Behavioral Models, Communication Apprehension, Emotional Intelligence, Human Capital Development, Management Education.
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