This research examines the critical gap between academic training and professional demands for organizational spokespersons across multiple countries (Spain, Turkey, Portugal, Ukraine, United States, EU institutions). With this general objective (GO), the following specific objectives are proposed: to identify essential competencies lacking in current higher education curricula for spokespersons (SO1), clarify the distinction between communication director and spokesperson roles (SO2), and propose an integrated competency framework for communication programs (SO3). The study employed semi-structured interviews with practicing spokespersons and communication directors to identify essential competencies lacking in current higher education curricula.

After examining the offerings of the best 100 universities worldwide that offer communication programs according to the Times Higher Education ranking (2024), findings reveal that while universities offer related coursework in public relations and journalism, they rarely provide comprehensive spokesperson training despite growing industry demand for these specialized skills. This research has highlighted that only 19 out of 100 universities which has communication programs offer content in bachelor's or master's degrees that touch on facets of spokesperson training.

We have mapped essential spokesperson competencies—categorized as basic competencies (analytical thinking, stress resistance, emotional intelligence), occupational characteristics (initiative, risk-taking ability, crisis management), and professional characteristics (communication skills, strategic planning ability)—against existing curriculum offerings. The results highlight significant disparities between academic preparation and workplace requirements across all studied regions (GO).

The research identifies, according to the responses of the 14 international spokespersons interviewed, three primary domains where spokesperson competency development is needed (SO1): organizational knowledge (understanding institutional strengths/weaknesses), media relations (journalist networking, media dynamics), and communication skills (verbal/non-verbal delivery, public speaking). Additionally, we clarify the distinction between communication director and spokesperson roles, with the former focused on strategic direction and the latter on operational implementation of communication strategies (SO2).

Based on these findings, we propose an integrated competency framework that communication programs can incorporate into their curricula to better prepare graduates for spokesperson positions. This framework addresses both technical skills (media relations, crisis communication) and foundational attributes (organizational knowledge, emotional intelligence, strategic thinking) (SO3). The cross-cultural nature of our analysis provides valuable insights for curriculum development in communication programs worldwide seeking to bridge the identified competency gaps, ultimately enhancing graduates' preparedness for the demands of the professional world.

Future research will focus on improving spokesperson roles through new technologies such as artificial intelligence, with ongoing studies analysing these innovative experiences. This aligns with the Sustainable Development Goals (SDGs), particularly Goal 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

Keywords: Spokesperson training, Communication programs, Specialized skills, Professional demands, Education.