Communication Barriers in Technical Faculties

Effective communication is a fundamental skill in all sectors and is very important for academic and professional success. In higher education, especially in technical fields, it faces unique challenges. This paper investigates and analyzes the main communication barriers experienced by students from a technical faculty, both in their interactions with teachers and with their colleagues. A custom-designed questionnaire was applied to 125 students from different domains from a technical faculty. Beyond general comfort and frequency of communication, the instrument included questions to identify their problems from multiple categories: linguistic barriers, environmental barriers, perceptual/positional barriers (fear of judgment, status differences), and conceptual barriers (preconceptions, misinterpretation of messages). These options were based on classic models of communication breakdown and adapted to the academic context. The analysis revealed that many students do not feel fully comfortable engaging in dialogue with their teachers and there are many barriers in this process. In contrast, in the case of their colleagues, communication is much easier and more relaxed, with fewer obstacles. This paper highlights the importance of addressing communication barriers not only as interpersonal issues but as structural challenges in the educational process. These not only affect the quality of academic performance and collaboration but also influence students' confidence and motivation to participate actively in learning experience.