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1 INTRODUCTION

Education and training of future professionals have

recently been encountering a number of challenges:

technological, societal, environmental, economic and

other changes take place on a continuous basis with

acceleration. That’s why it can hardly be predicted

what professions will be needed in the future and

what kind of knowledge, skills, and attitudes have to

be taught and learned. On the other hand, training

and education require years from the initial idea to a

fully developed and introduced study programme

preparing required specialists; it means that education

systems have to use a proactive approach and respond

to the encountered changes quickly and effectively.

However, despite all challenges, transportation and

movement of goods and people never stop satisfying

the needs of people. All the related support businesses

and activities also take place on land and on oceans,

yet in a changed situation when the concerns about

safety and security significantly increase. The

transport sector, including its part in maritime

industries, is highly affected by the above mentioned

rapid technological changes and especially by

digitalization challenges [1], such as the introduction

of maritime autonomous surface ships, the

development of digital shipping and logistics

processes on land, an enormously increasing amount

of data accompanying all processes, etc. This require

proper education and training of specialists for

An Integrative Approach for Digitalization Challenges

of the Future Maritime Specialists: A Case Study of the

Lithuanian Maritime Academy

I. Bartusevičienė

& E. Valionienė

World Maritime University, Malmö. Sweden

Lithuanian Maritime Academy, Klaipėda, Lithuania

ABSTRACT: Rapid changes in technologies and digitalization challenges caused by Industry 4.0 with the

integration of the AI, machine learning algorithms, internet of things’ technologies, introduction of maritime

autonomous surface ships and the development of digital shipping and logistics processes require proper

education and training of specialists working in maritime industry to ensure safety and security of people,

oceans, goods and environment. The shipping and logistic processes and operations, including the decision-

making processes, on the global scale and on the scale of whole-organisation ecosystems become more

dependent on the manipulation of data from different unstructured open sources and private data sets,

increased amount of data stream from sensorial systems. The specialists working with automated systems need

competences to use and interpret special data, engineering and analysis algorithms, and skills in using

modelling tools of optimised solutions in shipping and logistics. Educational institutions have to be ready to

present effective solutions to educate quickly adaptable specialists able to meet volatile labour market needs

able to meet digitalization challenges. The case study of the Lithuanian Maritime Academy (LMA) presented in

the paper is based on the use of an integrative approach and work integrated learning with the aim of enabling

the educational environment to develop proper competencies of the specialists of shipping and logistics

information systems.

http://www.transnav.eu

the International Journal

on Marine Navigation

and Safety of Sea Transportation

Volume 15

Number 2

June 2021

DOI: 10.12716/1001.15.02.11

350

maritime industries so that they are able to function

effectively and to ensure safety and security both on

land and at seas.

Educational institutions have to be ready to

respond to recent changes and present effective

solutions for the development of a future

professionals with respective knowledge and practical

skills enabling them to meet volatile labour market

needs, with emphasis placed on the possibility of their

quick adaptation to the rapid technological, digital,

social, and other changes. One of the solutions aiming

to meet future challenges was taken by the LMA when

it undertook educating and training professionals of

shipping and logistics information systems. Industry

4.0, a global strategic revolution of innovations and

technologies, influences the demand for such

specialists. This trend describes how new technologies

and machine-learning algorithms can be used in

different fields of national, regional, and worldwide

industries. The development of 5G and 6G

technologies influence the integration of the internet

of things’ technologies into shipping and logistic

processes and operations on land and at sees. The said

integration has changed technological, engineering,

economic, and management processes of the whole-

organization ecosystems because decision-making

becomes more dependent on the analysis and

manipulation of data from different unstructured

open source and private data sets. Automated

autonomous systems get rapidly integrated into the

global supply chains, which means that the increasing

data stream from sensorial systems creates the

demand for the contemporary competencies of

specialists working with automated systems in use

and the interpretation of special data engineering and

analysis algorithms as well as open-source accessible

tools for modelling optimised solutions in shipping

and logistics.

By way of answering to the questions: What kind

of specialists will be needed in the future? What

learning theory or approach can be suggested to solve

the above-mentioned problems? - the LMA undertook

preparing shipping and logistics information systems

specialists through an approach of integrative

learning and work integrated learning, thus enabling

the educational environment to serve the purpose of

developing proper competencies as a foundation for

preparing the type of “individuals best suited to

thrive along the edge of chaos” [7].

2 FUTURE PROFESSIONALS

There is no doubt that future professionals have to be

suited to adapt to the continually changing

environment. That means that to prepare students for

an unknown future is to help them to learn to deal

with uncertainties, take risks, confront dilemmas,

embrace complexity, recognise the limitations of their

own knowledge, and maintain health and wellness.

Although educators cannot reduce the uncertainty

about the future, they can help students develop the

tools to learn how to adapt and live in uncertain times

[2, 4]. Learning for an unknown future means making

decisions in situ, without all of the information at

hand [2]. It is difficult to foresee what kinds of skills

and competences will be needed in the future. Reich

[14] predicts that technical and behavioural

competences will be needed, Levy and Murnane [13]

highlight the need for higher-order cognitive skills

and interpersonal competences, while Mindell [14]

points out that the entire nature of the workers’

population able to operate all types of systems will be

changed. Gardner [7] identifies the consequences of

the development of technologies on employment:

− unemployment of people who lost their jobs can

last for an undetermined period of time,

depending on how quickly new jobs will be

developed; to illustrate this, the example of

replacement of taxi drivers by Uber can be

provided;

− creation of new jobs is an unpredictable process

because of two factors: time (the timing of job

destruction does not match the timing of job

creation) and location (new jobs can be created in a

different location from the dismantled job);

− some professions will disappear due to

technological development, especially the

professions related to the performance of routine

and operational tasks which can be done

automatically.

As mentioned in the WMU Report (2019)

Transport 2040: Automation, Technology and

Employment – The Future of Work [21], workforce in

shipping will need training and reskilling. Special

attention should be paid to the digital skills, their

combination with the maritime skills, and the

understanding of port operations. The tasks of

maritime professionals are anticipated to increasingly

transform into digital ones, especially in operation

monitoring and system management, and to reduce

operational work. Digital skills can be divided into

three domains: 1) data fluency and the ability to

interpret and analyse large amounts of data; 2) digital

operation of equipment, such as ships, cranes, and

winches; and 3) software engineering of fundamental

programmes and systems. Education and training will

have to be adapted in order to equip seafarers with

the new skills required [21]. In major areas of port

operations, in the context of automation, digital skills

can be categorised as applied to the functioning of: the

terminal operation, including the waterway ship

scheduling service; the foreland transport service,

including railway and road transport service

connected to the port; the hinterland transport service,

including railway and road transport service

connected to the port; and warehouses related to the

port [21].

According to the Future of Jobs report [20], the

changes in the demand for, and composition of, skills

indicate a shift toward “soft” skills (see Fig. 1). It can

be anticipated that proper education and training of

“human/soft” skills will have to be provided to all

kinds of specialists, including engineers, managers,

and professionals of information technologies.

Emphasising the introduction of transferable/generic

competences into study programmes can develop

“Soft” skills. Transferable/generic competences are

important in the context of lifelong learning,

regardless of the field of studies. They can be divided

into three main groups [16]:

− instrumental competences (competences that

function as means or tools for obtaining a given

351

end), such as critical thinking, problem-solving,

decision-making, oral communication, writing

skills, etc.;

− interpersonal competences (different capacities

that enable people to interact well with others),

such as teamwork, self-motivation, conflict

management, etc.;

− systemic competences (skills and abilities

concerned with the comprehension of an entire set

or system), such as creativity, innovation, project

management, leadership, etc.

Figure 1. Change in the skills demand and composition [20].

To conclude, future professionals will need special

technical, digital, and soft skills in order to effectively

function in a rapidly changing environment.

However, the question: What kind of theory or

approach can be applied to the training of such

professionals? - is not easy to answer. A possible

answer to this question can be the introduction of an

integrative approach and work integrated learning

(WIL) into the education and training systems.

3 AN INTEGRATIVE APPROACH AND WORK

INTEGRATED LEARNING

The traditional theories and approaches to learning,

such as behaviourism, cognitivism, connectivism,

constructivism, problem-based learning, blended

learning, etc., applied solely one by one to the

education and training of future professionals, can

hardly meet the recent challenges to the full extent.

The approach to be used is to combine different

perspectives and approaches in a flexible way in a

specific context-oriented environment. The authors of

the paper believe the most appropriate one to be an

integrative learning approach combined with work

integrated learning. An integrative approach to

learning can be understood as an approach to

education that allows students to understand and

apply the inter- and intra-disciplinary connections

between different educational experiences not only in

learning, but also in the real-world context. It is the

tool enabling students to use all their learning

experiences of different levels of complexity in all

domains of learning, such as cognitive, affective, and

psychomotor (i.e. from the lower level of the cognitive

domain of learning, i.e. remembering, to the highest

one, i.e. creating, etc.), across the curriculum and co-

curriculum: from establishing simple connections

between ideas to using and transferring

comprehensive learning to new, complex situations in

educational institutions and outside them [2, 8].

Integrative learning enables students to understand

the world as a whole real system instead of just

having a number of unconnected ideas and facts

which are not related to their future professional life

[9].

According to Torlind [19], integrative learning

experiences are activities that lead to the acquisition of

disciplinary knowledge as well as personal and

interpersonal skills and the product, process, and

system building skills; that comes in many varieties:

“connecting skills and knowledge from multiple

sources and experiences; applying skills and practices

in various settings; utilizing diverse and even

contradictory points of view; and understanding

issues and positions contextually” [19]. Integrative

learning involves bringing together traditionally

separate subjects so that students can grasp a more

authentic understanding and make connections

between academic knowledge and practice. In

engineering education, an integrative approach allows

to mix elements of an innovative and entrepreneurial

spirit with scientific values into a socially oriented

combination, which is supported by cultural

understanding and includes scientific, technical,

social, and environmental dimensions of engineering

in “one comprehensive form of education” [10].

Work integrated learning can be understood as

inseparable part on an integrative learning approach,

mostly focused on the development of students’

abilities to integrate their learning through a

combination of academic and work-related activities.

It involves all possible educational activities from the

academic learning of a subject to its practical

application in the workplace. Fullan and Scott [6]

suggest educating people to be able to “learn to do

and do to learn” by focusing on deep learning and

real-world problem solution at personal, social, local,

and global levels. Their idea is to integrate thinking,

learning, and doing through implementing WIL in

order to prepare a person able to live with uncertainty

within a global context [5]. To be effective in the 21st

century, specialists need to have an interpersonal and

cognitive capacity to identify problems in the volatile

world and the ability to design effective responses

and solutions. This idea is based on Kolb’s [12]

experiential learning theory, highlighting the

experience as a main source of productive learning at

the other level of an unpredictable and rapidly

changing world.

Higher Education Quality Council of Ontario [18]

describes three different types of WIL:

1 1. Systemic training at the workplace as a central

piece of learning (i.e., apprenticeships);

2 2. Structured work experience as familiarisation

with the world of work within an education

programme (i.e., field studies, professional

practices, internships, placement, practicums, etc.)

3 3. Institutional partnership as post-secondary

education achieving industry and community

goals (i.e., service learning).

The theoretical framework of integrative learning,

understood as a learning approach allowing students

to understand and apply the inter- and intra-

disciplinary connections between different

educational experiences in the academic, real-world,

and cultural contexts, and work integrated learning,

352

focused on the development of students’ abilities to

integrate their learning through a combination of

academic and work-related activities, has been

applied at the LMA in the study programme of

Shipping and Logistics Information Systems (SLIS).

4 CASE STUDY OF THE LITHUANIAN MARITIME

ACADEMY

The trends in the development of digital shipping and

logistics processes suggest that the global supply

chain is evolving and leading to qualitative changes in

the skills and competencies of specialists employed in

the maritime transport sector. Although the need for a

human in automated global supply chain systems and

processes is not completely ruled out, there is no

doubt that the number of the staff directly

participating in some processes will decrease, while

the remotely-based jobs will be in demand [11]. In

addition, such types of competencies as data

collecting and processing, data engineering and data

analysis, programing and modelling as well as

research methodology in the field of business

processes will be required. All these competencies

could be called digital competencies working in the

era of automated processes.

In the case of the LMA, it can be seen that changes

in the labour market influence changes in its study

programmes and consequently programmes’ learning

outcomes [4, 17]. The Academy provides six

different study programmes oriented to the maritime

transport sector on foreland and hinterland: Marine

Navigation, Marine Engineering, Marine Electrical

and Electronic Engineering - for Seafarer Training;

Maritime Logistics Technologies, Port and Shipping

Management, and Port and Shipping Finances – for

shore side. Digitalization of maritime transport

operations and processes lead to certain

consequences, and one of them can be explained in the

context of the relationship of education and the labour

market. Changes related to Industry 4.0 are taking

place in all areas of the maritime transport sector, and

they strongly influence the labour market

requirements for sufficient digital competencies and a

wide range of interdisciplinary skills. The LMA has

responded to the said market challenges by

developing a new study programme meeting the

labour market needs. A new study programme

Shipping and Logistics Information Systems (SLIS)

was prepared for the development of digital technical,

specific, and soft skills of specialists employed in the

maritime transport sector with the perspective to

partial changes in other study programmes by

adapting them to the digitalization in the global

supply chain. The SLIS study programme is aimed to

develop the combination of the skills and

competencies from different professional foreland and

hinterland logistics areas to be able to solve global

supply chain connectivity problems.

Another consequence of Industry 4.0 and global

digitalization and automation is related to human

recourses and communication in maritime

organizations. Different digital competencies

dependent on the profession, moreover, on the age of

the staff as well as on their personal intelligence and

interests, at maritime transport companies influence

interrupted communication in the area of the IT

implementation under the automation of business

processes. Usually, the main problem is related to the

ability of managers to understand IT specialists and

capability of IT specialists to understand the tasks

assigned by the managers. This problem can be

explained by the difference between professional

activities of IT and programming specialists, who

concentrate on IT systems administration or coding,

and professional activities of managers, who are

mainly interested in business processes and

company’s profit maximization. Working together,

they could find optimal solutions, however they

usually fail to understand each other’s concerns.

Therefore, IT specialists-graduates from the new

study programme can help to connect that interrupted

communication channel in the organization because

they will be familiar with the main business processes

in shipping and logistics, including the basic elements

of finance and management, and simultaneously they

will boast competencies in the area of information and

data analysis technologies. Given all that, the SLIS

study programme is a unique interdisciplinary study

programme in the area of the science of informatics in

Lithuania.

As shown in figure 2, the LMA recently provides

seven study programs and prepares specialists for

different functional areas of the global supply chain:

the shipping market, the shipping services market, the

shipbuilding and repair market, port navigation

services, port logistics services, including port

logistics, stevedoring, and forwarding, moreover, ship

brokering, warehousing, custom brokering services,

and the hinterland transportation market, including

all the hinterland logistics services.

Figure 2. Integrative learning functions of the SLIS study

programme at the LMA

Digitalization is a continuously changing process

in all of those areas, where sensorial systems create a

big amount of specialised digital data which together

with a billion bits of public data forms huge data sets

used for different business and technical purposes. In

addition, the need to be able to analyse and use the

huge amount of digital data means important changes

for important maritime sectors. One of them is the

Navy sector, because the similar changes in

technologies take place in the Navy fleet, supply

logistics technologies, and radio communication.

However, differently from merchant maritime sectors,

Navy radio communication is based on special

353

STANAG

standards, which are affected by the

changes in radio communication technologies. So, the

continuous changes of technologies and standards in

the Navy cause a need for corresponding skills. All

those reasons increase the Navy interests to educate

their specialists at LMA SLIS study programme since

it creates a unique educational ecosystem of the whole

maritime transport sector (Fig. 2).

It is important to note that the maritime transport

sector is a part of the national transport system and

economy as well as global. By clearly defining the

tasks and objectives of the national and global

transport system and requirements to the specialists

working in it, the market-oriented learning outcomes

were defined as shown in figure 3.

The involvement of different stakeholders into the

development of learning outcomes in ensured by the

programme’s approval by the steering committee

which consist of stakeholders from various areas from

the industry relevant to the study programme content.

Those conditions create opportunities for the

implementation of work integrated learning in all the

three work integrated learning dimensions, which are

part of an integrated approach to learning

methodologies.

One of the dimensions of the WIL methodology is

institutional partnership. An analysis of the Navy and

the merchant maritime transport sector relationships

and educational issues can be described through

institutional partnerships, as shown in figure 3. The

Lithuanian Navy is part of the Lithuanian Armed

Forces; however, they have different landscapes of

activity: the Lithuanian Navy functions on the

foreland, and the Lithuanian Armed Forces - on the

hinterland. The mentioned differences influence the

requirements for institutional partnerships between

the Lithuanian Navy and the LMA in the foreland

landscape (Fig. 3), because the main functions of the

Navy are related to shipping and supply logistics. The

Lithuanian Navy is tasked with a wide range of

missions: the protection of national interests in

territorial waters and the exclusive economic zone,

explosive ordnance search and disposal operations,

coordination of search and rescue operations, support

of special operations, control and protection of the

lines of communication, fisheries, and pollution

control. As shown in figure 3, the partnership in the

maritime transport sector-related education can be

implemented by the partnership of the military sector

(the Lithuanian Armed Forces and the Lithuanian

Navy) and the sector of education (General Jonas

Žemaitis Military Academy of Lithuania and the

LMA), providing development of military and

merchant maritime work skills.

Therefore, the Lithuanian Navy can be said to be

part of the maritime transport sector, because they

have their own specialised fleet and need to manage

supply logistics for recourses used in the

implementation of specialised Navy tasks. The

Lithuanian Navy is influenced by digitalization,

which is the consequence of the requirements for the

development of digital and soft skills adopted by the

STANAG is NATO Standardization Agreements for procedures,

systems and equipment components

military sector. To sum up, the new SLIS study

programme can be applied for the development of the

digital skills of specialists prepared for the Lithuanian

Navy and for ensuring lifelong learning of merchant

maritime specialists. Those are the main reasons for

creating an environment for the WIL applied in the

multi-sectorial partnership. An integrative approach

and WIL can be explained, based on the LMA study

programme SLIS and its interdisciplinary and multi-

sectorial purposes: the SLIS study programme is an

only study programme of that type in Lithuania, and

all the learning objectives are based on the relevance

of their application in the sector of logistics or in the

context of partnerships in the military sector within

the specialism of Navy Logistics through integrating

the radio communication modules and the military

maritime sector-applied courses in the General Jonas

Žemaitis Military Academy of Lithuania.

Figure 3. The LMA in the network of institutional

partnerships for the WIL model implementation

In accordance within the law regulations in the

Lithuanian sector of education, the professional

bachelor study programmes have to ensure proper

work-related training of graduates, however WIL

approach can be rarely noticed. At LMA the

organisation and structure of SLIS study programme

is based on three main stages, each of following being

broader in the context of practical training in

simulators and companies. As shown in figure 4, at

the beginning of the study programme, students come

with a minimal basis of general, technical, and specific

knowledge, which is developed at the initial stage of

their studies through the implementation of systemic

training (Fig. 4), accounting for 40% of the study

programme credits. The integrative approach to

learning including WIL in the mentioned study

programme can be described by defining

interdisciplinary and multi-scale skills of future

graduates. Those skills, namely digital and soft skills,

as it is presented in the framework of work integrated

learning approach (see Fig. 4), are developed by

implementing three main parts of study process,

starting from the so-called input, as a provision of the

basic knowledge; following by the processing,

meaning education and training processes itself, and

finalized by the output described by learning

outcomes and trained skills in accordance with the

digitalization requirements. As it was explained

above, training the main and specific skills in the

described study programme is not sufficient, so the

special attention is paid to developing more important

special skills, such as digital competencies and soft

354

skills. In the case of the SLIS study programme,

special skills are related to the IT architecture, coding

in Python, and statistics in R by applying them to

specific shipping and logistics problem solution by

means of data analysis. In the process of training the

specialists of Lithuanian Navy, specific skills are

related to the Navy main functions, processes, and

international military tasks.

Figure 4. The framework of WIL approach of the SLIS study

programme

All the courses of the study programme are

divided into four blocks, such as general courses,

informatics, statistics, and logistics, and, within the

three years of studies, the focus shifts from lower-

order cognitive skills, such as remembering and

understanding to higher-order cognitive skills, such

as evaluating and creating. Longer period of studies is

devoted to the practical training in real time and real

system simulators, and students are transferred from

simulated reality to the real processes at the maritime

sector companies. Such a structure of the study

programme is oriented toward the training of

practical skills in specific sectors, while the applied

methods are oriented toward the development of

“soft skills” through each content unit. Instrumental

competencies are trained in each content unit through

applying correct terminology and through learning to

use specific coding software as well as specific and

methodologically correct research and data analysis

methods. Moreover, instrumental competencies are

trained through the critical thinking education and

systemic point of view in the analysis of the processes

and operations in logistics and shipping. Another part

of soft skills is interpersonal competencies: that type

of soft skills is mastered through teamwork tasks,

including sharing of responsibilities between the team

members, improving leadership competencies, and

participating in different roles during the training in

simulators. One more part of soft skills, i.e., systemic

competencies, are trained in the last stage of the

studies, when students have to do experiments with

real data and find optimal solutions as well as prepare

software projects or decision projects for the

optimisation and problem solution in the selected

research fields by means of data analysis methods and

technological innovations.

The developers of the SLIS study programme

found out the fastest track to create a positive link

between personal and market expectations through

WIL by implementing as many dimensions as

possible:

− systemic training for the basic operational

knowledge and skill development, the major part

of which are instrumental skills as part of the soft

skills;

− structured work experience with the soft shifting

from real time simulators to the real market

processes, which partially belong to the

instrumental and interpersonal competencies;

− institutional partnership for the training of special

competencies in real-world processes and for the

support of systemic competencies, trained over the

entire duration of the study programme.

5 CONCLUSIONS

The theoretical framework of Integrative learning is

understood as a learning approach allowing students

to understand and apply the inter- and intra-

disciplinary connections between different

educational experiences in the academic, real-world,

and cultural contexts for the purpose of preparing the

type of “individuals best suited to thrive along the

edge of chaos” [7]. Work integrated learning (WIL) is

focused on the development of students’ abilities to

integrate their learning through a combination of

academic and work-related activities; it can be

approached by three different types: systemic

training, structured work experience and institutional

partnerships

The case study of the Lithuanian Maritime

Academy demonstrates the application of the

theoretical framework of integrative learning and

work integrated learning in the study programme

Shipping and Logistics Information Systems (SLIS) by

being able to develop special technical, digital, and

soft skills in order to effectively function in a rapidly

changing environment. The SLIS study programme

can be considered as a unique inter and intra-

disciplinary study programme in the area of the

science of informatics in Lithuania. All three different

types of work integrated learning, such as systemic

training, structured work experience and institutional

partnerships are incorporated in SLIS study

programme to ensure the positive link between

personal and market expectations.

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