Information security in the global context: linguistic perspectives and the role of English

Abstract

This article addresses the multifaceted relationship between information security, the English language, and the educational sphere in modern Ukraine. The ongoing Russian war of aggression has significantly heightened the destructive impact of disinformation targeting both global and domestic audiences. The primary research problem centres on the growing vulnerability of citizens – especially language learners – to manipulative narratives and misinformation campaigns disseminated in English. Our study investigates the pedagogical methods that integrate critical thinking and authentic English-language materials to shield learners such threats. The theoretical framework draws on sociolinguistics, discourse analysis, and best practices in foreign language teaching, reflecting the urgency of media literacy in conflict settings. Crucially, we highlight the pivotal role English teachers play in equipping students with evaluative and analytical tools for detecting bias and inaccuracies in real-world content. Concrete effectiveness of these methods is illustrated through case studies involving mainstream news outlets, social media feeds, and targeted fact-checking exercises. Results indicate a marked improvement in students` language proficiency, critical awareness, and capacity to critically assess narratives related to the Russian-Ukrainian conflict. By cultivating both advanced linguistic competence and informed digital literacy, this educational process empowers learners to become active participants in Ukraine`s global discourse. Overall, the findings underscore the need for continued research and curricular innovation, asserting that robust information security education significantly enhances Ukraine`s resilience on the world stage.