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1 INTRODUCTION
The maritime industry, particularly in the domain of
maritime transportation, is undergoing a profound
transformation driven by environmental challenges,
technological advancements, and an increasing
demand for sustainability [1], [2]. As we face the
pressing need to adapt to environmental regulations,
green shipping technologies, and a commitment to
reduce the industry's carbon footprint, the focus on
preparing the next generation of maritime
professionals becomes more critical than ever. This
growing urgency for maritime education and its
alignment with sustainability goals, green
technologies, and evolving industry needs underpins
the central theme of this research: enhancing,
improving, and developing maritime education for
future seafarers, with a particular focus on engineering
technology and environmental sustainability. As
maritime professionals, lecturers, and researchers
continue to explore how to prepare future seafarers to
meet the challenges of a rapidly changing maritime
world, this study aims to offer new insights that can
contribute to shaping the next generation of maritime
professionals equipped with the skills, knowledge, and
competencies to thrive in a green and sustainable
maritime environment [3], [4].
The background to this study is rooted in the
increasing global recognition of the maritime sector’s
Integrating Sustainability, Green Technologies,
and Industry Collaboration in Enhancing Maritime
Education for Future Seafarers
M.B. Simanjuntak, T. Cahyadi, W. Winarno, L. Barasa & M. Simanjuntak
Sekolah Tinggi Ilmu Pelayaran, Jakarta, Indonesia
ABSTRACT: This research explores the enhancement of maritime education with a focus on integrating
sustainability, green technologies, and stronger industry collaboration to better prepare future seafarers. The
analysis was motivated by the growing need to adapt maritime training to meet the challenges of an evolving
global maritime industry, which increasingly demands expertise in environmental sustainability and emerging
maritime technologies. While previous research has acknowledged the importance of these areas, there has been
limited focus on how effectively they are incorporated into maritime curricula. The research aimed to answer key
questions regarding the integration of green technologies and sustainability into maritime education and the role
of industry partnerships in bridging the gap between education and practical application. Using qualitative
interviews with maritime professionals, lecturers, and graduates, this study applied a systematic literature to
analyze the findings and identify trends in current practices. Results indicated that while there are efforts to
integrate sustainability, further enhancement is needed in curriculum development, with a stronger emphasis on
interdisciplinary learning and regulatory knowledge. The research concluded that improving collaborations
between industry and academia, alongside updating curricula to focus on sustainability and green technologies,
is crucial for preparing future seafarers. These findings provide a roadmap for maritime institutions to adapt to
the changing needs of the industry and contribute to the development of a more sustainable maritime workforce.
http://www.transnav.eu
the International Journal
on Marine Navigation
and Safety of Sea Transportation
Volume 19
Number 3
September 2025
DOI: 10.12716/1001.19.03.13
804
responsibility to reduce its environmental impact. With
rising concerns over climate change, marine pollution,
and the depletion of natural resources, the maritime
industry is striving to meet international standards for
sustainability. In particular, the emphasis is on green
shipping technologies, environmental chemistry, and
sustainable engineering practices that minimize the
ecological footprint of maritime activities. However,
the transition toward sustainability in the maritime
sector is not only dependent on technological
innovations but also requires a shift in educational
frameworks and approaches that will train future
seafarers to operate effectively in this new context. As
the maritime sector continues to expand and evolve,
there is a critical need to rethink and enhance seafarer
education. Seafarers play a vital role in ensuring the
implementation of green technologies and the
successful operation of sustainable maritime practices
[5], [6]. Therefore, the question arises: How can
maritime education be transformed to better equip
future seafarers with the necessary skills,
competencies, and knowledge to navigate and shape a
sustainable maritime industry? This research seeks to
answer this question by exploring the perspectives of
maritime professionals, educators, and graduates, and
identifying the specific areas where educational and
technological advancements can be made.
The research problem focuses on the need to
develop a comprehensive educational framework that
incorporates the most recent technological
advancements, sustainability practices, and industry
requirements into seafarer training programs. While
there has been significant progress in maritime
education, it is clear that traditional educational
models are no longer sufficient to meet the demands of
an industry that is rapidly evolving to incorporate
green technologies and sustainable practices. As the
maritime industry increasingly integrates
environmental considerations into its operations, the
educational needs of future seafarers must also evolve.
This research aims to investigate the gaps in the current
maritime education system and identify the key
elements that can be enhanced or developed to ensure
that seafarers are fully prepared to meet the challenges
of the future. In particular, it examines how maritime
education programs can better integrate
environmental chemistry, green chemistry, and
sustainable engineering practices into the curriculum.
The study also explores how lecturers and trainers can
be better equipped to teach these concepts, and how
industry professionals can help shape the curriculum
to ensure that it is both relevant and forward-thinking.
The objectives of this research are multi-
dimensional. First, it aims to analyze the current state
of maritime education and technology, with a
particular focus on how engineering, environmental,
and sustainability principles are currently being
integrated into seafarer training programs. Second, the
research seeks to explore the perspectives of maritime
professionals, lecturers, and graduates to understand
the gaps in existing curricula and identify specific areas
where improvements can be made. Third, the study
investigates how the inclusion of new technologies,
sustainable practices, and interdisciplinary knowledge
(such as environmental chemistry and green shipping)
can enhance the competencies of future seafarers.
Finally, the research aims to propose recommendations
for enhancing, improving, and developing maritime
education programs to better align them with the
industry's future needs, with a particular focus on the
growing emphasis on sustainability.
The rationale for this study lies in the urgent need
to ensure that maritime education is not only aligned
with current technological developments but is also
forward-thinking in preparing future professionals for
a world in which sustainability is central. As green
shipping technologies continue to emerge and
environmental regulations become more stringent,
seafarers must be educated to not only understand
these innovations but also to effectively implement
them in their daily work. This research is motivated by
the desire to create an educational model that not only
addresses the technical needs of the maritime sector
but also emphasizes the environmental and
sustainability considerations that are crucial for the
future of the industry. The motivation for this research
is driven by the belief that maritime education should
evolve in tandem with technological advancements
and environmental imperatives, ensuring that the next
generation of seafarers is well-equipped to lead the
industry toward a more sustainable and
technologically advanced future.
In terms of methodology, this study employs a
qualitative research design, with a focus on the
experiences and perspectives of key stakeholders in
maritime education and the maritime industry. Data
collection is based on interviews with maritime
professionals, educators, and graduates, whose
insights provide valuable information on the current
state of maritime education and the specific areas that
need enhancement. Ten participants—three maritime
professionals, four lecturers, and three graduates—are
selected for their expertise and experience in maritime
engineering, environmental science, and green
shipping technologies. Through in-depth interviews
and qualitative analysis, this research explores their
views on the integration of sustainability and
engineering technology into maritime education and
training. By utilizing qualitative analysis, this study
aims to uncover rich, nuanced insights into the
challenges and opportunities that exist in transforming
maritime education to meet the needs of the future.
The results of this research are expected to
contribute significantly to the field of maritime
education, engineering technology, and sustainability.
By drawing on the perspectives of experienced
professionals and educators, the study will offer a
comprehensive understanding of the challenges faced
by maritime education programs and provide
actionable recommendations for how these programs
can be enhanced. This research also has the potential to
influence the development of future maritime training
curricula, ensuring that they are more responsive to the
changing needs of the industry. In doing so, the study
will contribute to the global effort to create a more
sustainable and technologically advanced maritime
industry, equipped with professionals who are
prepared to face the challenges of the future.
This research seeks to fill a critical gap in the
understanding of how maritime education can evolve
to meet the challenges of a green and technologically
advanced maritime industry. The study’s focus on
sustainability, green shipping, and engineering
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technology highlights the need for a holistic approach
to seafarer education—one that prepares future
professionals not only with the technical knowledge
needed to operate in the maritime industry but also
with the competencies required to drive sustainability
and technological innovation. This research is essential
for shaping the future of maritime education and
ensuring that the next generation of seafarers is
equipped to lead the industry toward a more
sustainable and technologically advanced future.
Through qualitative analysis and the insights provided
by industry professionals, educators, and graduates,
this study aims to make a meaningful contribution to
the ongoing transformation of maritime education and
its alignment with the future needs of the maritime
industry.
2 METHODS
The research methodology for this study is based on a
qualitative approach, which seeks to explore the
perspectives of maritime professionals, lecturers, and
graduates on the enhancement of maritime education
with a focus on sustainability, green technologies, and
engineering advancements. The methodology is
designed to gather in-depth insights into how current
educational frameworks can be improved to meet the
challenges and demands of the maritime industry,
particularly in terms of sustainability and engineering
technology. To achieve this, the research employs a
purposive sampling strategy, where experts in the field
are selected based on specific criteria to ensure a
diverse and representative sample. The ten
participants in this study include three maritime
professionals with backgrounds in marine engineering,
port and shipping industries, and maritime company
management. These professionals have hands-on
experience in the application of green shipping
technologies, sustainable practices, and engineering
innovations within the maritime sector. Additionally,
four lecturers with expertise in maritime education and
environmental sciences, as well as three graduates who
have completed studies in maritime engineering and
technology, are chosen to provide varied perspectives
on the current state of maritime education and the
industry’s future needs.
The selection of these experts is guided by their
extensive experience and knowledge in their respective
fields. The professionals and educators have a proven
track record in maritime education and sustainable
maritime practices, ensuring that their input is both
relevant and valuable to the research. The graduates
provide a critical perspective on how well their
educational experiences have prepared them for the
challenges they face in the maritime sector, especially
in relation to the integration of green technologies and
sustainability practices. In-depth interviews serve as
the primary data collection method for this study. The
interviews are conducted using open-ended questions
to encourage participants to provide detailed and rich
responses [7], [8]. These questions are framed broadly
to allow the participants to express their thoughts
freely without leading them toward specific answers.
This approach ensures that the data gathered reflects
the genuine experiences, insights, and opinions of the
participants, which is crucial for understanding the
nuances of their perspectives on maritime education
and its role in shaping future seafarers. Follow-up
questions are used to probe deeper into the
participants' responses and to clarify any ambiguities,
allowing for a more comprehensive understanding of
their views.
Active listening is a critical component of the
interview process. The researcher pays close attention
not only to the verbal responses but also to non-verbal
cues that may reveal additional insights. This
attentiveness is essential in building rapport with the
participants, ensuring that they feel comfortable
sharing their honest opinions. Creating a trusting
environment is particularly important when
discussing sensitive topics such as educational
deficiencies or challenges within the maritime sector.
By establishing a respectful and open atmosphere,
participants are more likely to engage fully and
provide thoughtful responses. After the interviews are
completed, the data undergoes a rigorous analysis
process. The first step in the analysis is transcription,
where the audio recordings of the interviews are
transcribed verbatim to ensure that every detail of the
conversation is captured accurately. Once transcribed,
the data is analyzed using a coding approach that
identifies key themes, concepts, and patterns within
the responses. The coding process begins with open
coding, where initial codes are assigned to significant
portions of the data. These codes are then refined
through axial coding, which involves organizing and
categorizing the data into broader themes and
subthemes. Selective coding follows, where the core
categories and their relationships are identified,
helping to form the central findings of the research.
Throughout the analysis process, memo-writing is
employed to document insights, reflections, and
interpretations of the data. This allows the researcher
to track the evolution of their thinking and to record
any emerging ideas or patterns that may require
further exploration. Additionally, triangulation is used
to enhance the credibility and validity of the findings.
Triangulation involves cross-referencing the interview
data with other relevant sources, such as existing
literature on maritime education and sustainability
practices, to ensure that the results are grounded in a
broader context. This process helps to confirm the
accuracy of the findings and ensures that the
conclusions drawn are well-supported by multiple
sources of evidence. To ensure the rigor and
trustworthiness of the research, several strategies are
employed. Member checking is used to validate the
findings by sharing preliminary results with the
participants to confirm that their views have been
accurately represented. This feedback loop helps to
refine the analysis and ensure that the interpretations
align with the participants’ perspectives. Peer review is
another key strategy, where other researchers or
experts in the field review the analysis to provide
constructive feedback and identify any potential biases
or gaps in the findings. Thick description is also a
crucial element of the research, as it provides detailed
accounts of the context and the data, allowing readers
to critically evaluate the findings and understand the
complexities of the research.
Ethical considerations are a central aspect of this
study. Informed consent is obtained from all
participants before the interviews are conducted,
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ensuring that they are fully aware of the purpose of the
study and their role in it. The confidentiality of the
participants is maintained throughout the research
process, with all personal information and responses
kept anonymous. Respectful treatment of the
participants is prioritized, ensuring that they are
treated professionally and with courtesy at all stages of
the research. These ethical considerations are essential
in fostering a sense of trust and ensuring the integrity
of the research process. The research method is
designed to provide a comprehensive and in-depth
understanding of the perspectives of maritime
professionals, educators, and graduates on the
enhancement of maritime education in relation to
sustainability, green technologies, and engineering
advancements. Through careful selection of
participants, rigorous data collection and analysis
techniques, and a commitment to ethical practices, the
research aims to produce valuable insights that can
contribute to the development of future maritime
education programs. The findings will inform the
ongoing efforts to improve seafarer training and
ensure that maritime professionals are equipped to
meet the evolving challenges of the industry.
3 LITERATURE REVIEW AND DEVELOPMENT OF
HYPOTHESIS
The maritime industry stands at a critical juncture
where the need for innovation in education and
sustainable practices has never been more pressing [3],
[9], [10]. The exploration of sustainability, green
technologies, and engineering advancements within
maritime education is essential not only for the current
generation of seafarers but also for the next. This
research is driven by the need to enhance the
competencies of future maritime professionals,
equipping them with the knowledge and skills
necessary to navigate the complexities of the green
shipping transition. As the demand for sustainable
maritime practices grows, the urgency to align
maritime education with these trends becomes evident.
This section provides a systematic review of existing
literature in the context of maritime education,
sustainability, and engineering technology, with a
focus on the evolving needs of maritime professionals.
Additionally, it proposes hypotheses grounded in this
literature, offering insights into the potential pathways
for enhancing maritime education and practice.
The literature surrounding maritime education
reveals a growing concern with the industry's capacity
to prepare future seafarers for the challenges posed by
environmental and technological advancements [11].
Traditional maritime education has often been
criticized for its insufficient integration of
sustainability principles and green technologies. While
the primary objective of maritime education has
historically been the development of technical
competencies in navigation, engineering, and maritime
law, there is a shift toward incorporating sustainability
as a core component of the curriculum. This shift
reflects the increasing emphasis on reducing the
environmental impact of maritime operations, such as
minimizing greenhouse gas emissions, reducing
marine pollution, and adopting sustainable shipping
practices. As a result, maritime education programs are
beginning to emphasize the development of both
technical skills and the ability to engage with broader
environmental concerns.
The role of green technologies in maritime
operations is another key theme in the literature. Green
shipping technologies encompass a wide range of
innovations, including alternative fuels, energy-
efficient engines, emission-reducing technologies, and
waste management systems [12]. These technologies
have the potential to significantly reduce the maritime
industry's carbon footprint, but their effective
implementation depends on the education and training
of seafarers. Maritime professionals must be equipped
with a comprehensive understanding of these
technologies to ensure their successful deployment
[13]–[15]. This includes knowledge of alternative fuels
such as LNG and biofuels, energy-efficient ship
designs, and the operation of emission-control
systems. However, the successful integration of these
technologies into the industry relies heavily on the
educational institutions that train future seafarers.
Therefore, one critical area of exploration in the
literature is how maritime educational frameworks can
be adapted to include training in green technologies,
ensuring that seafarers are equipped with the
necessary expertise to drive sustainability within the
maritime industry.
The theoretical underpinnings of sustainability in
maritime education are rooted in systems theory and
the concept of sustainable development. Systems
theory emphasizes the interconnectedness of different
components within a system and the need for a holistic
approach to problem-solving. In the context of
maritime education, this theory suggests that
sustainable practices must be integrated across all
aspects of the curriculum, from engineering design to
operational management [9], [16], [17]. It also posits
that sustainability is not a standalone issue but must be
embedded within the broader context of maritime
education, including the cultural, legal, and economic
factors that shape maritime operations. The systems
theory perspective advocates for a more integrated
approach to teaching sustainability, one that bridges
the gap between technical knowledge, environmental
awareness, and management practices.
Another theoretical framework relevant to this
research is competency-based education, which
emphasizes the development of specific skills and
competencies that align with industry needs. In
maritime education, competency-based frameworks
ensure that students acquire the practical skills
necessary for effective performance in their
professional roles. These frameworks focus on
measurable outcomes, such as the ability to operate
advanced maritime technologies, implement
sustainable practices, and navigate the legal and
regulatory complexities associated with the maritime
industry [18], [19]. By incorporating sustainability and
green technologies into competency-based
frameworks, maritime educational programs can
better align with the evolving needs of the industry,
ensuring that future seafarers are not only technically
proficient but also capable of implementing
sustainable practices.
In light of these theoretical perspectives, this
research seeks to develop a set of hypotheses that will
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guide the investigation of how maritime education can
be enhanced to meet the demands of sustainability and
technological advancements [20], [21]. The first
hypothesis centers on the idea that the integration of
green technologies into maritime education will
significantly improve the readiness of future seafarers
to engage with sustainability initiatives in the maritime
industry. This hypothesis is based on the assumption
that seafarers equipped with knowledge of green
technologies will be better positioned to operate
sustainable shipping practices, thus contributing to the
reduction of the industry's environmental footprint.
The hypothesis further posits that a curriculum that
includes green technologies will foster a more
comprehensive understanding of sustainability,
enabling students to make informed decisions
regarding the implementation of these technologies in
real-world maritime operations.
The second hypothesis focuses on the role of
interdisciplinary learning in enhancing maritime
education. This hypothesis proposes that incorporating
interdisciplinary approaches, such as environmental
chemistry, green chemistry, and biochemistry, into
maritime curricula will enhance the environmental
awareness and technical capabilities of future
seafarers. By bridging the gap between engineering,
environmental sciences, and maritime practices,
students will develop a more holistic understanding of
sustainability [11], [22]. The hypothesis suggests that
such an approach will not only improve the technical
competence of seafarers but also foster a deeper
commitment to sustainability, as students will be better
equipped to understand the environmental impact of
their decisions and actions.
A third hypothesis is related to the role of industry
professionals and educators in shaping the future of
maritime education. This hypothesis proposes that a
collaborative approach between maritime education
institutions and industry stakeholders will lead to
more effective training programs that align with the
needs of the industry. By involving maritime
professionals, such as engineers, managers, and
environmental experts, in the development and
delivery of curricula, educational institutions can
ensure that students are exposed to the latest industry
trends, technologies, and sustainability practices. This
collaboration is expected to improve the relevance and
practical applicability of maritime education, ensuring
that seafarers are equipped to meet the challenges of a
rapidly evolving industry.
The final hypothesis focuses on the importance of
adapting maritime education to the changing
regulatory landscape. This hypothesis posits that as
international regulations surrounding maritime
sustainability become more stringent, the integration
of regulatory frameworks into maritime curricula will
be essential for preparing future seafarers to comply
with these standards. By incorporating maritime law,
policy, and international conventions into educational
programs, future professionals will gain the
knowledge necessary to navigate the complex
regulatory environment of the maritime industry [23],
[24]. This will not only ensure that seafarers are
compliant with legal standards but also equip them
with the skills needed to advocate for sustainable
practices within their organizations.
These hypotheses are grounded in the existing
literature and theoretical frameworks, which suggest
that the enhancement of maritime education through
the integration of green technologies, interdisciplinary
learning, industry collaboration, and regulatory
knowledge will result in more competent,
environmentally aware, and technically proficient
seafarers. The findings of this research will provide
valuable insights into how maritime education can be
transformed to better meet the challenges of
sustainability and technological advancement,
contributing to the development of a more sustainable
and efficient maritime industry.
The systematic literature review and development
of hypotheses reveal a clear need for the
transformation of maritime education to address the
evolving demands of the maritime industry. The
integration of green technologies, interdisciplinary
learning, industry collaboration, and regulatory
knowledge into maritime curricula is crucial for
preparing future seafarers to navigate the challenges of
sustainability and technological innovation. The
hypotheses proposed in this study provide a
framework for exploring how these factors can be
incorporated into maritime education to enhance the
competencies of future professionals. By aligning
maritime education with the industry's sustainability
goals, this research aims to contribute to the
development of a more sustainable and technologically
advanced maritime workforce, capable of meeting the
challenges of the future.
4 RESEARCH RESULTS AND ANALYSIS
The research aimed at enhancing maritime education
and sustainability practices within maritime vocational
training was conducted by gathering qualitative data
from a select group of ten participants, consisting of
three maritime professionals, four maritime lecturers,
and three recent graduates from maritime engineering
programs. The results from these participants have
been evaluated based on several key indicators, and
the overall findings demonstrate high effectiveness
and efficiency in achieving the research objectives.
These indicators assess the integration of green
technologies, sustainability education,
interdisciplinary learning, and industry collaboration
in maritime education programs, with a specific focus
on the development of future seafarers.
4.1 Overview of Indicators and Scoring
The research utilized four primary indicators to assess
the effectiveness and potential of the proposed
enhancements to maritime education. Each indicator
was scored on a scale from 1 to 10, where 10 represents
the highest level of effectiveness and alignment with
the research objectives. The overall scores across all
indicators indicate a high degree of alignment with the
research's aims of enhancing maritime education and
preparing seafarers for sustainable practices in the
maritime industry.
The four key indicators were:
1. Integration of Green Technologies into Maritime
Education: This indicator assessed how effectively
808
green technologies, such as alternative fuels,
energy-efficient engines, and emission-reducing
technologies, are incorporated into the curricula of
maritime education programs.
2. Development of Interdisciplinary Approaches in
Maritime Training: This indicator measured the
degree to which interdisciplinary learning,
particularly in fields like environmental chemistry,
green chemistry, and biochemistry, is integrated
into maritime education programs.
3. Collaboration Between Industry Professionals and
Educational Institutions: This indicator evaluated
the level of collaboration between maritime
education institutions and industry professionals,
ensuring that curricula align with the needs of the
industry and prepare students to address real-
world challenges.
4. Incorporation of Regulatory Knowledge and
Sustainability Standards: This indicator focused on
the inclusion of regulatory frameworks,
international conventions, and sustainability
standards in maritime education, particularly in
regard to environmental compliance and the green
shipping transition.
4.2 Comprehensive Data and Scoring
The following table presents a breakdown of the
scoring for each of the indicators. The scores were
derived from qualitative analysis based on the expert
opinions and experiences of the ten participants, which
included in-depth interviews and discussions on their
perspectives regarding the current state of maritime
education and its alignment with sustainability and
technological advancements.
The overall scores across the four indicators provide
a clear picture of the current state of maritime
education and its alignment with the research
objectives. The research results indicate that the
integration of green technologies, interdisciplinary
learning, industry collaboration, and regulatory
knowledge are all significant areas of focus in
contemporary maritime education. The overall score
across all indicators averaged 9 out of 10, reflecting a
high degree of effectiveness and alignment with the
research’s goals.
1. Green Technologies: The integration of green
technologies into maritime education has been
highly effective, with professionals and graduates
alike demonstrating a strong understanding of
these technologies and their applications in the
maritime industry. However, lecturers noted that
while green technologies are increasingly included
in curricula, some institutions are still in the process
of fully integrating them into their teaching
methods.
2. Interdisciplinary Approaches: Interdisciplinary
learning has been recognized as a crucial
component of maritime education, particularly in
fostering environmental and chemical literacy.
While there is recognition of the need for this type
of learning, some challenges remain in integrating
these subjects fully within the existing curricula.
Both lecturers and graduates acknowledged the
value of interdisciplinary learning, but
implementation is still evolving in many maritime
institutions.
Table.
Indicator
Score
(1-10)
Explanation of Score
1. Integration
of Green
Technologies
into Maritime
Education
9
High level of integration, with a
strong emphasis on practical
applications of green
technologies in the maritime
industry.
8
Curriculum development
includes green technologies, but
implementation is still evolving
in some institutions.
9
Graduates have received
exposure to green technologies
and understand their importance
in maritime operations.
2.
Development
of
Interdisciplin
ary
Approaches
in Maritime
Training
9
Strong recognition of the need for
interdisciplinary knowledge,
particularly in environmental and
chemical sciences.
8
Interdisciplinary approaches are
being implemented but face
challenges in integration due to
traditional curriculum structures.
8
Graduates recognize the value of
interdisciplinary learning, though
some felt it was not sufficiently
emphasized during their
education.
3.
Collaboration
Between
Industry
Professionals
and
Educational
Institutions
10
Strong collaboration exists, with
professionals actively involved in
curriculum development and
delivery.
9
Many lecturers collaborate with
industry professionals, though
more systematic and structured
collaborations are needed.
8
Some graduates experienced
limited exposure to industry
practices during their education,
though this is improving.
4.
Incorporation
of Regulatory
Knowledge
and
Sustainability
Standards
9
Professionals are highly aware of
international regulations and
sustainability standards, which
are integrated into industry
practices.
8
Maritime education institutions
are gradually incorporating
sustainability standards and
international regulations into
their curricula.
9
Graduates are well-versed in
sustainability standards and
international regulations,
preparing them for regulatory
compliance in the industry.
3. Industry Collaboration: Collaboration between
industry professionals and educational institutions
emerged as one of the strongest areas in the
research. Maritime professionals, particularly those
with practical experience in port and shipping
industries, highlighted the importance of close
collaboration with educational institutions. This
809
ensures that curricula are aligned with industry
needs and that students receive the necessary
exposure to real-world challenges and practices.
However, lecturers indicated that while
collaborations exist, there is room for improvement
in structuring these partnerships more
systematically.
4. Regulatory Knowledge: The incorporation of
sustainability standards and international
regulations into maritime education has been well-
received by both professionals and graduates. This
is critical as the maritime industry faces increasing
regulatory pressures related to environmental
sustainability. Graduates have demonstrated a
strong understanding of these regulations, which
indicates that educational institutions are making
progress in embedding this knowledge into their
curricula.
4.3 Analysis and Interpretation
The results of this research reveal that maritime
education programs are on the right track toward
preparing future seafarers for the challenges of
sustainability and technological innovation in the
maritime industry. The high scores across all four
indicators demonstrate that there is a clear and
growing recognition of the importance of integrating
sustainability and green technologies into maritime
curricula. However, the results also highlight areas
where further improvement is needed, particularly in
terms of fully integrating interdisciplinary approaches
and ensuring consistent industry collaboration. The
integration of green technologies is critical to the future
of maritime operations, and the results show that this
is an area where both professionals and graduates have
strong knowledge. This indicates that educational
institutions are doing well in preparing students to
engage with the green shipping transition. However,
as maritime technology continues to evolve, there is a
need for continuous updates to curricula to ensure that
students are exposed to the latest technological
advancements.
Interdisciplinary learning is another area that
shows promise but also reveals challenges in full
implementation. The importance of understanding the
environmental, chemical, and biotechnological aspects
of maritime sustainability is recognized, but the
integration of these subjects into existing curricula
remains a work in progress. For maritime education to
fully embrace sustainability, it will be necessary to
develop more structured approaches to incorporating
these disciplines into the core curriculum, ensuring
that future seafarers are equipped with the broad
knowledge needed to address the multifaceted
challenges of maritime sustainability. Collaboration
between industry professionals and educational
institutions is one of the most promising aspects of the
research. The results indicate that this collaboration has
the potential to significantly improve the relevance and
practical application of maritime education. By
involving professionals in the development and
delivery of curricula, educational institutions can
ensure that students are well-prepared for the
demands of the industry. The strong relationship
between industry and education is critical for ensuring
that maritime professionals are not only technically
proficient but also able to apply their knowledge to
real-world situations.
The incorporation of regulatory knowledge into
maritime curricula is essential for ensuring that future
seafarers are well-versed in the legal frameworks that
govern the maritime industry. The results show that
students are being equipped with a strong
understanding of sustainability standards and
international regulations, which will be critical for their
success in the industry. The research results
demonstrate a high level of effectiveness and efficiency
in enhancing maritime education to meet the demands
of sustainability and technological advancement. The
integration of green technologies, interdisciplinary
learning, industry collaboration, and regulatory
knowledge are all critical components of maritime
education that will prepare future seafarers for the
challenges of the green shipping transition. The
findings suggest that while significant progress has
been made, there is still room for improvement,
particularly in terms of fully integrating
interdisciplinary approaches and ensuring consistent
industry collaboration. Future research should focus
on further exploring these areas and developing
strategies for enhancing the effectiveness of maritime
education in preparing seafarers for a sustainable and
technologically advanced future.
5 DISCUSSION OF THE RESEARCH
This research aimed to enhance the education of future
seafarers by focusing on key areas such as the
integration of green technologies, interdisciplinary
learning, industry collaboration, and regulatory
knowledge within maritime education. The research
findings are based on qualitative data collected from
interviews with three maritime professionals, four
maritime lecturers, and three graduates from maritime
engineering programs. These findings provide
valuable insights into the current state of maritime
education and highlight areas for improvement. This
discussion will interpret the results, compare them
with the existing literature, and explore the practical
implications of the findings for future maritime
education and research.
5.1 Connecting Qualitative Results to the Research
Questions
The primary research questions revolved around the
effectiveness of integrating sustainability, green
technologies, and interdisciplinary approaches into
maritime education. The findings strongly suggest that
the current state of maritime education is moving in the
right direction, but challenges remain in fully realizing
the potential of these areas. The research questions
sought to explore the extent to which green
technologies and sustainability principles are
embedded in maritime training, how interdisciplinary
learning is integrated into curricula, and the level of
collaboration between industry professionals and
educational institutions.
The findings revealed a high level of alignment
between the research questions and the responses from
the interviewees. The integration of green technologies
810
into maritime education received positive feedback,
with both professionals and graduates acknowledging
the importance of sustainability in the maritime
industry [25], [26]. The results support the notion that
maritime education has begun incorporating green
technologies, although the extent of this integration
varies across institutions. Similarly, the development
of interdisciplinary approaches in maritime training,
particularly in environmental chemistry and
biochemistry, was recognized as valuable but still
developing. Industry collaboration emerged as a
strong point, with a significant number of industry
professionals actively involved in shaping maritime
curricula, although greater formalization and
consistency in these collaborations are necessary [3],
[27]. Finally, the incorporation of regulatory
knowledge and sustainability standards was identified
as a crucial aspect of maritime education, with a clear
understanding of international regulations among
graduates.
Overall, the research findings provide a
comprehensive response to the research questions,
demonstrating that while there has been progress in
integrating sustainability and technological
advancements into maritime education, there is still
work to be done. These results suggest that maritime
education must continue to evolve to meet the
demands of a rapidly changing industry, particularly
in the areas of interdisciplinary learning and industry
collaboration.
5.2 Comparing Qualitative Findings to the Literature
Review
When comparing the qualitative findings with the
literature reviewed in the earlier stages of this research,
it is evident that the results align with many existing
studies on the importance of sustainability in maritime
education. Previous research has highlighted the
growing emphasis on green technologies and
environmental sustainability in the maritime sector,
and the findings from this study support these claims.
Green technologies, such as alternative fuels and
energy-efficient engines, are increasingly being
incorporated into maritime curricula, as reflected in the
high scores given by the participants. This is consistent
with the literature, which stresses the need for
maritime education to prepare students for the green
transition in the industry.
However, there are some differences between the
findings of this research and the existing literature,
particularly regarding the integration of
interdisciplinary learning into maritime curricula.
While previous studies have emphasized the
importance of interdisciplinary approaches in
maritime education, the findings from this study
suggest that the full integration of subjects like
environmental chemistry and biochemistry is still a
work in progress [28]–[30]. This discrepancy could be
attributed to the fact that many maritime institutions
continue to prioritize traditional technical training,
which may leave less room for the integration of
interdisciplinary subjects. The slow pace of integrating
these subjects could also be related to institutional
inertia or a lack of resources to develop comprehensive
interdisciplinary curricula.
The collaboration between industry professionals
and educational institutions, another key area of focus
in the literature, was also well-represented in the
findings. The literature highlights the importance of
strong industry-academia partnerships to ensure that
maritime education remains relevant and responsive to
industry needs [31], [32]. The findings from this study
support this view, with participants acknowledging
the value of industry involvement in shaping curricula.
However, the research also found that while industry
collaboration exists, it is not always systematically
structured, and more formalized partnerships would
enhance the overall effectiveness of maritime
education. This gap between the existing literature and
the findings may reflect the variability in industry-
academia collaborations across different regions and
institutions.
The incorporation of regulatory knowledge and
sustainability standards, as discussed in the literature,
was also reflected in the findings. The literature has
long emphasized the need for maritime education to
address international regulations and environmental
compliance, particularly in light of growing concerns
about climate change and environmental degradation
[33]. The results of this research demonstrate that
maritime institutions are increasingly focusing on
these areas, with graduates showing a strong
understanding of sustainability standards and
international regulations. This is consistent with the
literature, which underscores the importance of
preparing seafarers to navigate complex regulatory
environments.
5.3 Addressing Gaps and Limitations in Previous Studies
One of the key contributions of this research is its
ability to address gaps identified in previous studies.
For instance, while much of the literature focuses on
the theoretical integration of green technologies and
sustainability principles into maritime education, this
research provides practical insights into how these
areas are being implemented in real-world settings
[34], [35]. The findings reveal that green technologies
are being incorporated into curricula, but the level of
integration varies across institutions. This highlights
the need for further research into the specific barriers
that prevent full integration and how institutions can
overcome these challenges.
Another gap addressed by this research is the
examination of the role of interdisciplinary learning in
maritime education. While the literature has discussed
the importance of interdisciplinary approaches, few
studies have explored how these approaches are being
implemented in maritime training. This research
provides a more detailed understanding of the
challenges and opportunities involved in integrating
interdisciplinary subjects like environmental chemistry
and biochemistry into maritime curricula. The findings
suggest that while interdisciplinary learning is valued,
its full potential has not yet been realized in many
institutions. This provides a basis for future research to
explore how interdisciplinary learning can be more
effectively integrated into maritime education [36].
Finally, the research also fills a gap in
understanding the practical challenges of industry
collaboration in maritime education. While the
811
literature emphasizes the importance of partnerships
between industry and academia, this research reveals
that while such collaborations are occurring, they are
often informal and lack the structure necessary for
long-term impact. This finding highlights the need for
further research into how industry-academia
partnerships can be formalized and made more
effective in enhancing the quality and relevance of
maritime education.
5.4 Strengths of the Research
One of the major strengths of this research is its
qualitative approach, which allowed for a deep
exploration of the perspectives of key stakeholders in
maritime education. By interviewing maritime
professionals, lecturers, and graduates, the research
provided valuable insights into the real-world
challenges and opportunities associated with
enhancing maritime education. The qualitative data
collected through in-depth interviews enabled the
researchers to capture a wide range of perspectives,
providing a comprehensive view of the current state of
maritime education.
Additionally, the research effectively used a
combination of theoretical literature and empirical data
to address the research questions. The literature review
provided a solid foundation for understanding the key
areas of focus in maritime education, while the
qualitative findings allowed the researchers to evaluate
how these areas are being implemented in practice.
This combination of theory and practice makes the
research particularly valuable for both academic and
practical purposes.
5.5 Practical Implications of the Findings
The findings of this research have important practical
implications for the future of maritime education. The
results suggest that educational institutions need to
continue enhancing the integration of green
technologies and sustainability principles into their
curricula. While progress has been made, more work is
needed to ensure that all maritime education programs
fully embrace the green transition. This could involve
updating curricula, providing professional
development for lecturers, and ensuring that students
have access to the latest technological advancements in
the maritime sector [37], [38].
Interdisciplinary learning should also be prioritized
in maritime education. The findings highlight the need
for maritime institutions to expand their curricula to
include subjects like environmental chemistry,
biochemistry, and green chemistry. This would better
prepare future seafarers to address the complex
environmental challenges facing the maritime
industry. Educational institutions should explore ways
to integrate these subjects into existing programs and
develop new interdisciplinary courses that reflect the
interconnected nature of sustainability challenges.
Finally, industry collaboration must be
strengthened and formalized. While industry
involvement in curriculum development is valuable,
the findings suggest that more structured partnerships
are necessary to ensure that maritime education
remains relevant to industry needs. This could involve
establishing formal agreements between educational
institutions and maritime companies, as well as
creating opportunities for students to engage with
industry professionals through internships,
workshops, and other practical learning experiences.
5.6 Suggestions for Future Research
While this research provides valuable insights into the
current state of maritime education, there are several
areas that warrant further investigation. Future
research could explore the specific barriers to
integrating green technologies and interdisciplinary
learning into maritime curricula and how these
challenges can be overcome. Additionally, research
could focus on the effectiveness of industry-academia
partnerships in improving maritime education and
how these collaborations can be formalized to ensure
long-term impact.
Another important area for future research is the
development of a comprehensive framework for
integrating sustainability principles into maritime
education. This could involve identifying best practices
for teaching sustainability in maritime contexts and
developing tools and resources for educators to
incorporate these principles into their teaching. Finally,
research could examine the impact of these educational
enhancements on the career outcomes of graduates and
the broader maritime industry, assessing whether
graduates are better equipped to address sustainability
challenges in their professional roles.
This research provides a comprehensive analysis of
the current state of maritime education, focusing on the
integration of green technologies, interdisciplinary
learning, industry collaboration, and regulatory
knowledge. The findings suggest that while significant
progress has been made in these areas, there is still
work to be done to fully realize the potential of these
educational enhancements. By addressing the
challenges identified in this research and continuing to
develop more effective educational strategies,
maritime institutions can better prepare future
seafarers to navigate the complex and evolving
landscape of sustainability and technological
innovation in the maritime industry.
6 CONCLUSION
This research has provided valuable insights into the
current state of maritime education, with a particular
focus on enhancing the training of future seafarers
through the integration of sustainability, green
technologies, interdisciplinary learning, and stronger
industry-academia collaborations. The findings
suggest that while significant progress has been made
in these areas, there remain important gaps and
challenges that must be addressed to fully prepare
future seafarers for the evolving demands of the
maritime industry. The research confirms that green
technologies and sustainability principles are being
increasingly incorporated into maritime education, yet
the integration is still uneven across different
institutions. The inclusion of interdisciplinary subjects
such as environmental chemistry, biochemistry, and
green chemistry has shown potential, but it has not yet
812
reached its full capacity in many maritime programs.
Furthermore, while industry collaboration is a key
strength, the study highlights the need for more
structured and formalized partnerships to ensure the
curricula remain relevant and aligned with the
practical demands of the maritime sector.
One of the key implications of this research is the
need for educational institutions to prioritize the
development of comprehensive, interdisciplinary
curricula that integrate sustainability and green
technologies. This includes enhancing training in
emerging areas such as alternative fuels, energy-
efficient maritime technologies, and environmental
management. Additionally, maritime educators must
be supported with continuous professional
development to stay updated on the latest
technological advancements and sustainability
practices. Another important implication is the need to
formalize industry-academia collaborations. While
existing partnerships are valuable, there is a need for
more strategic and structured alliances between
maritime institutions and industry stakeholders. Such
partnerships can help ensure that the education
provided is closely aligned with industry needs,
providing students with more relevant and hands-on
learning experiences.
Finally, this research underscores the importance of
enhancing regulatory knowledge within maritime
education, particularly in the context of sustainability.
Future research should explore further how maritime
education can better prepare students to understand
and navigate the complexities of international
regulations, environmental standards, and
sustainability requirements. This research highlights
the critical role of integrating sustainability,
interdisciplinary learning, and industry collaboration
into maritime education to ensure that future seafarers
are equipped to meet the challenges of a rapidly
evolving maritime industry. By addressing the gaps
identified in this study, educational institutions can
better prepare their graduates for successful careers in
a sustainable and technologically advanced maritime
sector.
7 RESEARCH LIMITATION AND FUTURE
RESEARCH AGENDA
While this research provides valuable insights into the
enhancement of maritime education for future
seafarers, it is not without limitations. One key
limitation is the relatively small sample size, consisting
of only 10 participants from specific fields within the
maritime industry. Although the diversity in expertise
provided rich qualitative data, a larger and more
varied sample would offer a broader understanding of
the perspectives on maritime education. Furthermore,
the research focused primarily on the viewpoints of
industry professionals, lecturers, and graduates from a
limited geographical scope, which may limit the
generalizability of the findings to global contexts.
Additionally, the study primarily relied on
qualitative interviews, which, while rich in detail, may
be influenced by subjective interpretations and biases.
Future research could benefit from a mixed-methods
approach, combining qualitative interviews with
quantitative surveys to provide a more comprehensive
analysis of maritime education's effectiveness.
Future research could explore the impact of specific
green technologies and sustainability practices on the
maritime curriculum. Investigating the effectiveness of
current industry-academia partnerships and their
direct impact on curriculum development and
students’ career readiness would also be valuable.
Moreover, research into the development of
competency-based frameworks for maritime
education, incorporating the latest regulatory and
sustainability standards, would contribute
significantly to preparing future seafarers for the
evolving maritime industry. Finally, cross-cultural
studies that examine maritime education in different
regions could provide insights into global best
practices.
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