<![CDATA[Internationally trading vessels require deck officers to operate simultaneously within international maritime governance, multicultural professional environments, and English-mediated communication. However, these competencies are commonly taught as separate curriculum components, with limited integration in maritime vocational education. This study examined global maritime competence among 180 Nautika cadets from AMANJAYA, AMD, and STMT Malahayati between April and September 2025. A concurrent mixed-methods design was employed using the Maritime International Relations Knowledge Scale, Intercultural Communication Competency Scale, and English Communication Proficiency Test, complemented by focus group discussions with 12 senior lecturers and interviews with 45 maritime industry professionals. Structural equation modelling demonstrated that international relations knowledge, intercultural competency, and English communication proficiency constituted an integrated competency construct (CFI=0.93; RMSEA=0.063; SRMR=0.071). Intercultural competency recorded the lowest mean score (M=3.18/5.00) and was identified by 64.4% of industry professionals as a frequent or persistent factor affecting early career performance. Only 31.1% considered recent Indonesian graduates adequately prepared for multinational crew coordination. Qualitative analysis identified three curriculum barriers: the Neutral Language Myth, Governance Without Context, and Contact Without Competency. The findings indicate that global maritime competence should be addressed through integrated curriculum design rather than isolated courses. Practical reform should contextualize English communication materials culturally, incorporate governance and geopolitical contexts into maritime regulation instruction, and explicitly process multicultural exposure through intercultural competency activities without requiring additional contact hours.]]>
