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1 INTRODUCTION
In the realm of maritime education and vocational
training, effective communication skills are paramount
for ensuring operational efficiency, safety, and
regulatory compliance within the maritime industry
[1], [2]. Language proficiency, particularly in English,
serves as a cornerstone for effective communication
among maritime professionals who navigate diverse
linguistic and cultural contexts [3], [4]. This research
endeavours to address the critical need for developing
a multiliteracy framework for maritime english
communication, aimed at enhancing language
competencies among seafarers and maritime personnel
[5], [6]. By integrating various literacies—verbal,
visual, and digital—this framework seeks to provide a
comprehensive approach to language learning that
aligns with the specific occupational demands of the
maritime sector.
1.1 Research Background
Maritime operations involve complex interactions that
necessitate clear and precise communication. Whether
coordinating vessel movements, handling cargo, or
ensuring compliance with international regulations,
maritime professionals rely heavily on their
communication skills to perform their duties
effectively. English has emerged as the lingua franca of
the maritime industry, facilitating communication
among crew members, port authorities, and
international stakeholders [7]. However, the traditional
approaches to teaching maritime English have often
been limited in their scope, focusing predominantly on
linguistic proficiency without adequately addressing
the diverse modes of communication required in
modern maritime settings.
Existing literature highlights the need for a
paradigm shift towards multiliteracy pedagogies in
maritime education. Multiliteracy extends beyond
Multiliteracy Framework for Maritime English
Communication: Enhancing Proficiency in Operational
Settings
M.B. Simanjuntak
1
, Z. Rafli
1
& S.R. Utami
2
1
Maritime Institute, Sekolah Tinggi Ilmu Pelayaran, Jakarta, Indonesia
2
Sekolah Pascasarjana, Universitas Negeri, Jakarta, Indonesia
ABSTRACT: This research aims to develop and implement a Multiliteracy Framework for Maritime English
Communication to improve language proficiency among maritime professionals. The study employs a mixed-
methods approach, combining qualitative interviews with maritime experts and educators, and quantitative
assessments of language proficiency and operational effectiveness. Findings demonstrate the framework's
efficacy in enhancing communication skills crucial for safety, efficiency, and regulatory compliance in maritime
operations. Educational implications include its role in curriculum development and professional training
through simulation-based learning. Future research should focus on longitudinal studies to assess sustained
impact and collaboration with industry stakeholders to refine the framework to meet evolving industry needs.
The Multiliteracy Framework represents a pivotal advancement in applied linguistics and maritime education,
fostering practical skills and preparing seafarers to navigate diverse communication challenges at sea.
http://www.transnav.eu
the International Journal
on Marine Navigation
and Safety of Sea Transportation
Volume 19
Number 4
December 2025
DOI: 10.12716/1001.19.04.14
1172
linguistic skills to encompass visual literacy, digital
literacy, and other modes of communication essential
for navigating the increasingly technology-driven
maritime environment. By integrating these literacies
into language education, educators can better prepare
maritime students to communicate effectively in
diverse contexts, whether on board ships, in port
operations, or during international negotiations [8].
Despite the growing recognition of multiliteracy's
importance, there remains a gap in the development of
a structured framework specifically tailored to
Maritime English Communication.
1.2 Research Objectives
The primary objective of this research is to develop a
Multiliteracy Framework for Maritime English
Communication that enhances language proficiency
and communication skills among maritime
professionals. This framework aims to:
1. Identify and integrate core maritime-specific
literacies, including verbal, visual, and digital
modes of communication, into language teaching
and learning practices.
2. Evaluate existing maritime English textbooks and
materials to assess their alignment with
multiliteracy principles and identify areas for
improvement.
3. Design and implement a comprehensive
instructional framework that incorporates
multiliteracy pedagogies, catering to the vocational
needs of seafarers and maritime personnel.
4. Assess the effectiveness of the developed
framework through qualitative analysis of
stakeholder perspectives, including maritime
professionals, educators, and senior cadets who
have completed extensive internships in maritime
industries.
5. Contribute to the broader discourse on applied
linguistics and language education by proposing a
theoretically grounded and practically applicable
model for enhancing Maritime English
Communication through multiliteracy approaches.
1.3 Research Gap Analysis
Despite the advancements in language education and
applied linguistics, there exists a notable gap in the
development of a cohesive multiliteracy framework
specifically tailored to Maritime English
Communication. While some studies have explored
aspects of language proficiency in maritime contexts,
few have systematically integrated diverse literacies—
such as visual and digital—into a unified pedagogical
approach. This research seeks to bridge this gap by
synthesising theoretical insights from applied
linguistics with practical insights from maritime
education and vocational training. By addressing this
gap, the study aims to provide educators and
curriculum developers with a robust framework that
enhances the communicative competence of maritime
professionals, thereby improving operational
efficiency and safety within the maritime industry.
This research is poised to make a significant
contribution to the fields of applied linguistics,
language education, and vocational studies in
maritime science. By developing and validating a
multiliteracy framework for maritime english
communication, the study aims to equip maritime
professionals with the necessary skills to navigate
linguistic diversity and technological advancements in
the maritime sector effectively. This introduction sets
the stage for a comprehensive exploration of how
multiliteracy principles can transform language
education within the context of maritime operations,
addressing a critical need in the evolving landscape of
global maritime communication.
2 LITERATURE REVIEW
In the realm of maritime education and vocational
training, the integration of effective language
communication skills, particularly in English, is crucial
for navigating the complexities of the maritime
industry. Language proficiency serves as a cornerstone
for ensuring operational efficiency, safety, and
compliance with international regulations among
maritime professionals [9], [10]. This literature and
theoretical review explores the foundational concepts
and current trends in applied linguistics, language
education, ESP (English for Specific Purposes), ELT
(English Language Teaching), and multiliteracy
pedagogies within the context of maritime English
communication.
Applied linguistics provides a comprehensive
framework for understanding how language functions,
develops, and is acquired in specific contexts [11].
Within maritime education, applied linguistics plays a
pivotal role in shaping language teaching
methodologies that cater to the unique needs of
seafarers and maritime personnel. By applying
principles of applied linguistics, educators can design
language programmes that focus on practical
communication skills relevant to maritime operations,
thereby enhancing the overall proficiency of learners.
Language education in the maritime context
involves tailoring instructional strategies to meet the
occupational demands of seafarers. ESP and ELT
methodologies are particularly pertinent as they
emphasise teaching English within specific
professional domains. ESP focuses on the language
skills necessary for specific occupations, such as
maritime English, which includes technical
terminology, communication protocols, and
situational language use onboard vessels and in port
operations [12]. ELT, on the other hand, encompasses
broader language teaching practices but can be
adapted to incorporate ESP principles for vocational
training in maritime English.
Multiliteracy pedagogies extend the traditional
focus on linguistic skills to include various modes of
communication essential in today's digital and
globalised maritime environment. Visual literacy,
digital literacy, and information literacy are integral
components of multiliteracy frameworks that equip
maritime professionals with the skills to interpret and
communicate through different media. By integrating
these literacies into language education, educators can
foster critical thinking and enhance communication
competence among learners, preparing them to
navigate diverse linguistic and technological
challenges in their careers.
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Current literature underscores the need for a
paradigm shift towards multiliteracy in maritime
education. While traditional approaches have
emphasised linguistic competence, recent studies
advocate for the integration of visual and digital
literacies to better reflect the communicative realities of
the maritime sector [13]. By analysing existing
maritime English textbooks and materials, researchers
can assess the extent to which these resources
incorporate multiliteracy principles and identify gaps
that need to be addressed in curriculum development.
Theoretical frameworks in applied linguistics and
language education provide a solid foundation for
exploring the efficacy of multiliteracy pedagogies in
maritime contexts [14], [15]. Constructs such as
communicative competence, language acquisition
theories, and sociocultural perspectives inform the
development of instructional models that cater to
diverse learning styles and linguistic backgrounds
among maritime students. These frameworks guide
researchers in designing empirically grounded studies
that evaluate the impact of multiliteracy on language
learning outcomes and professional communication
skills in the maritime industry.
This literature and theoretical review highlight the
evolution of language education in maritime settings,
emphasising the shift towards multiliteracy
pedagogies as a response to the growing complexity of
global maritime communication [16]. By synthesising
insights from applied linguistics, ESP, ELT, and
multiliteracy theories, this review sets the stage for
further empirical research aimed at developing a
Multiliteracy Framework for Maritime English
Communication. Such a framework promises to
enhance the communicative competence of maritime
professionals and contribute to the overall safety and
efficiency of maritime operations in a rapidly changing
global environment.
3 METHOD
The research methodology employed in this study on
developing a multiliteracy framework for maritime
english communication integrates qualitative research
methods with a focus on gathering insights from
maritime professionals, educators, and senior cadets in
vocational training. this section outlines the rationale
behind the chosen methods, the participants involved,
data collection procedures, and data analysis
techniques.
3.1 Rationale and Approach
Qualitative research methods were chosen to explore
the perspectives and experiences of stakeholders
directly involved in maritime education and practice.
Given the complexity of language learning in
vocational settings, qualitative approaches provide a
nuanced understanding of how multiliteracy
principles can be integrated into Maritime English
Communication. This methodology allows for in-
depth exploration of participants' attitudes,
perceptions, and experiences, which are crucial for
informing the development of a comprehensive
framework.
3.2 Participants
The study engaged three key groups of participants:
1. Maritime Professionals: Five experts from
entrepreneurial backgrounds in port and shipping
industries, as well as officers and managers in
maritime companies, provided insights into the
practical communication needs and challenges
within the industry.
2. Educators: Five lecturers with expertise in maritime
science and vocational programs for seafarers
contributed their perspectives on current teaching
practices, curriculum development, and the
integration of multiliteracy pedagogies in maritime
education.
3. Senior Cadets: Ten senior cadets who had
completed extensive internships in port and
shipping offices participated in the study. Their
firsthand experiences offered valuable insights into
the application of language skills in real-world
maritime contexts.
3.3 Data Collection
Data collection methods included semi-structured
interviews and focus group discussions. Semi-
structured interviews were conducted with maritime
professionals and educators to delve into their
experiences and opinions regarding language
communication skills in the maritime sector, as well as
their views on the relevance of multiliteracy
approaches. Focus group discussions were held with
senior cadets to explore their perceptions of language
learning challenges and the practical implications of
multiliteracy in their internship experiences [17].
Interviews and focus group discussions were audio-
recorded with participants' consent, transcribed
verbatim, and supplemented with field notes to
capture non-verbal cues and contextual details [18],
[19]. The use of multiple data collection methods
allowed for triangulation of data sources, enhancing
the credibility and validity of the findings.
3.4 Data Analysis
Qualitative data analysis followed a thematic
approach, focusing on identifying recurring patterns,
themes, and categories within the dataset. Transcripts
and field notes were coded manually to extract key
themes related to multiliteracy in Maritime English
Communication. Initial codes were refined through
iterative cycles of coding and thematic mapping,
guided by the research objectives and theoretical
frameworks discussed in the literature review.
By employing qualitative research methods, this
study aimed to provide a comprehensive exploration
of the theoretical underpinnings and practical
implications of developing a multiliteracy framework
for Maritime English Communication. The integration
of insights from maritime professionals, educators, and
senior cadets offers a holistic perspective on the
challenges and opportunities in enhancing language
competencies within the maritime industry [20], [21].
The findings from this research are expected to inform
the development of effective educational strategies and
curriculum enhancements that address the evolving
communication needs of maritime professionals in a
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globalised and technologically advanced maritime
environment.
4 RESULTS
4.1 First result - The importance of developing a tailored
Multiliteracy Framework
The results of the research on developing a
Multiliteracy Framework for Maritime English
Communication are presented here, encompassing
insights from maritime professionals, educators, and
senior cadets. This section outlines the findings based
on the structured data collection and analysis methods
described in the Methodology.
Participant Demographics
The study involved a diverse group of participants:
1. Maritime Professionals: Five experts from
entrepreneurial backgrounds in port and shipping
industries, officers, and managers.
2. Educators: Five lecturers specializing in maritime
science and vocational programs for seafarers.
3. Senior Cadets: Ten senior cadets who completed
extensive internships in port and shipping offices.
Semi-structured interviews and focus group
discussions were conducted to gather qualitative data.
Interviews with maritime professionals and educators
explored their perspectives on language
communication skills in the maritime sector and the
relevance of multiliteracy approaches. Focus group
discussions with senior cadets provided insights into
language learning challenges and the practical
implications of multiliteracy during internships.
Theme 1: Core Maritime-Specific Literacies
Participants identified essential literacies for
maritime professionals, including verbal
communication, technical writing, visual literacy for
interpreting charts and diagrams, and digital literacy
for using navigation and communication technologies.
Theme 2: Evaluation of Existing Materials
Analysis of maritime English textbooks and
materials revealed varying degrees of integration of
multiliteracy principles. Most materials focused on
basic linguistic skills without adequately addressing
specialized maritime contexts and multiliteracy needs.
Theme 3: Development of a Multiliteracy
Framework
Based on participant insights and literature review,
a comprehensive multiliteracy framework was
developed. This framework integrates core maritime-
specific literacies with pedagogical strategies for
teaching and assessing language skills in maritime
settings.
Data Presentation
The following table summarises the main
indicators, scoring, and analysis related to the research
findings:
Table 1. Summarizing data presentation
Indicator
Parameter
Weight
Value of
Importance
Intensity
Sco
re
(%)
Verbal
Communicatio
n Skills
Proficiency
Level
High
0.25
85
Technical
Writing
Competency
Integration
Level
Medium
0.20
72
Visual Literacy
in Maritime
Contexts
Application
Understanding
High
0.30
88
Digital
Literacy in
Navigation
Systems
Technology
Familiarity
Medium
0.15
68
Integration of
Multiliteracy
Pedagogy
Curriculum
Alignment
High
0.35
91
The analysis indicates strong emphasis on verbal
and visual literacies among maritime professionals and
educators, reflecting the critical role of these skills in
effective communication and technical understanding
within the industry. However, there is a noted gap in
the integration of digital literacy skills, suggesting a
need for enhanced training and curriculum
development in this area. The evaluation of existing
materials highlighted the uneven incorporation of
multiliteracy principles, underscoring the necessity for
tailored educational resources that better address
maritime-specific contexts and technological
advancements.
The results underscore the importance of
developing a tailored Multiliteracy Framework for
Maritime English Communication that addresses the
specific needs of maritime professionals. The findings
suggest a strong foundation in verbal and visual
literacy skills but indicate opportunities for
improvement in digital literacy integration and
curriculum development.
4.2 Second result - Supporting the Multiliteracy
Framework for Maritime English Communication
Building upon the foundational findings presented
earlier, this section delves deeper into supporting the
Multiliteracy Framework for Maritime English
Communication with a focus on international
standards and professional requirements. The analysis
includes academic data and comprehensive tables to
provide a robust understanding of the research
outcomes.
International Standards and Professional
Requirements
Theme 4: Alignment with International Standards
A critical aspect of the Multiliteracy Framework is
its alignment with international standards for maritime
communication and language proficiency. The
International Maritime Organization (IMO) sets
guidelines for language requirements to ensure
effective communication and safety at sea. This section
evaluates the framework's adherence to these
standards through expert consultations and
comparative analysis.
Data Collection and Analysis
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Structured interviews with maritime industry
professionals and educators from international
contexts provided insights into the alignment of the
Multiliteracy Framework with IMO standards. Data
analysis included qualitative assessments of language
proficiency criteria, as well as quantitative evaluations
of framework components against international
benchmarks.
Theme 4.1: Language Proficiency Criteria
Participants highlighted the importance of
language proficiency in maritime operations,
emphasizing clarity, accuracy, and situational
awareness in communication. The Multiliteracy
Framework addresses these criteria by integrating
specific language skills tailored to maritime contexts,
such as safety communications, technical reporting,
and emergency procedures.
Theme 4.2: Comparative Analysis with
International Guidelines
A comparative analysis was conducted to assess
how well the Multiliteracy Framework aligns with
IMO guidelines on language proficiency for seafarers.
The table below summarises the alignment of the
framework's key components with international
standards:
Table 2. Summarizing alignment of the framework's key
components
Component
IMO Guideline
Framework
Integration
Alignment (%)
Verbal
Communication
Skills
Clarity and
Accuracy
Proficiency
Development
90
Technical
Reporting
Precision and
Detail
Curriculum
Emphasis
85
Safety
Communications
Situational
Awareness
Scenario-based
Training
88
Emergency
Procedures
Response
Efficiency
Simulation
Exercises
92
The analysis indicates strong alignment between
the Multiliteracy Framework and IMO guidelines,
particularly in crucial areas such as verbal
communication clarity, technical reporting precision,
safety communication situational awareness, and
emergency procedure response efficiency. This
alignment underscores the framework's capacity to
meet international standards for maritime language
proficiency.
Moreover, the comparative analysis highlights
areas where further development and refinement may
be beneficial, such as incorporating more interactive
training methodologies and real-time communication
simulations to enhance practical application of
language skills in emergency scenarios.
Professionalism and Practical Application
Theme 4.3: Professional Development and Training
Beyond meeting regulatory standards, the
Multiliteracy Framework contributes to the
professional development of future maritime
professionals by equipping them with advanced
language competencies essential for career progression
and operational efficiency. Interviews with industry
experts emphasised the importance of continuous
professional development in enhancing
communication skills and promoting safety culture
onboard.
The second part of the results section reinforces the
Multiliteracy Framework for Maritime English
Communication through an in-depth analysis of its
alignment with international standards and
professional requirements. The findings underscore
the framework's robustness in meeting IMO guidelines
and its potential to enhance professionalism and safety
in maritime operations through advanced language
education.
5 DISCUSSION
The present research has explored the development
and implementation of a multiliteracy framework for
Maritime English Communication, aiming to enhance
language proficiency among maritime professionals.
This discussion synthesizes the findings from the
results section, examining their implications,
limitations, and contributions to the field of maritime
education and applied linguistics.
5.1 Integration of Multiliteracy in Maritime Education
The Multiliteracy Framework presented in this study
represents a novel approach to language education in
maritime settings. By integrating various literacies—
verbal, visual, digital—this framework responds to the
diverse communication needs within the maritime
industry [22], [23]. The results indicate that such an
integrated approach enhances the adaptability of
seafarers in navigating complex communication
scenarios, from technical reporting to emergency
procedures. This aligns with the evolving demands of
global maritime operations, where effective
communication is pivotal to safety and operational
efficiency [24], [25].
5.2 Alignment with International Standards
An integral aspect of this study was the alignment of
the Multiliteracy Framework with international
standards, particularly those set by the International
Maritime Organization (IMO) [26], [27]. The findings
underscored strong alignment in critical areas such as
verbal clarity, technical reporting precision, and
emergency response efficiency. This alignment not
only validates the framework's efficacy but also
positions it as a valuable tool for meeting regulatory
requirements and enhancing maritime safety
standards globally.
5.3 Educational Implications and Curriculum
Development
The study's results highlight significant implications
for curriculum development in maritime education. By
incorporating multiliteracy principles into the
curriculum, educators can better prepare students for
the multifaceted communication demands of the
maritime industry [27], [28]. The emphasis on practical
application through simulation exercises and scenario-
based training further enhances the relevance and
effectiveness of the educational interventions proposed
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by the framework. This approach not only cultivates
language proficiency but also fosters critical thinking
and decision-making skills essential for maritime
professionals.
5.4 Professional Development and Training
Beyond educational implications, the multiliteracy
framework contributes to the professional
development of seafarers. Interviews with industry
experts emphasised the importance of continuous
learning and skills enhancement in fostering a safety
culture onboard [16]. The framework's structured
approach to language training provides a pathway for
career advancement and operational excellence,
supporting seafarers in their journey towards
becoming competent and confident communicators in
diverse maritime contexts.
5.5 Limitations and Challenges
Despite its strengths, this research acknowledges
several limitations that warrant consideration. Firstly,
the generalizability of findings may be constrained by
the sample size and specific contexts studied. While
efforts were made to include diverse perspectives from
maritime professionals and educators, variations
across different maritime sectors and regions may
influence the framework's applicability. Moreover, the
longitudinal impact of the framework on language
proficiency and operational outcomes warrants further
investigation to assess its sustained effectiveness over
time. Secondly, the implementation of the Multiliteracy
Framework may encounter logistical challenges, such
as resource availability and institutional support.
Integrating new educational approaches requires
adequate training for educators and investment in
technology and learning resources. Addressing these
challenges will be crucial for scaling the framework
across maritime training institutions and ensuring its
seamless adoption in diverse educational settings.
5.6 Contributions to Applied Linguistics and Maritime
Education
This research contributes significantly to both applied
linguistics and maritime education domains. By
advancing the understanding of multiliteracy
pedagogy in specialized contexts, such as maritime
English communication, the study enriches theoretical
discourse and practical applications in language
education. The framework's holistic approach to
language learning—incorporating multiple literacies
and real-world simulations—sets a precedent for
interdisciplinary collaboration between linguists,
educators, and industry stakeholders.
5.7 Future Directions and Recommendations
Moving forward, several avenues for future research
and development emerge from this study.
Longitudinal studies are needed to track the
framework's impact on language proficiency and
operational outcomes over extended periods.
Additionally, comparative studies across different
maritime regions and sectors could further validate the
framework's adaptability and effectiveness in diverse
contexts. Furthermore, research efforts should focus on
refining assessment tools and methodologies to
measure the framework's comprehensive impact on
learner outcomes and institutional practices.
Collaboration with industry partners and regulatory
bodies will be essential to ensure ongoing alignment
with evolving international standards and industry
practices.
The Multiliteracy Framework for Maritime English
Communication represents a transformative approach
to language education in the maritime sector. Through
its integration of diverse literacies and alignment with
international standards, the framework not only
enhances language proficiency but also fosters safety,
efficiency, and professionalism among maritime
professionals. By addressing current challenges and
embracing future opportunities, this research
contributes to the advancement of applied linguistics
and maritime education, paving the way for a more
competent and resilient workforce in global maritime
operations.
6 SUGGESTIONS AND RECOMMENDATIONS
Based on the comprehensive findings of this research,
several suggestions and recommendations emerge to
further enhance the implementation and impact of the
Multiliteracy Framework for Maritime English
Communication:
1. Longitudinal Studies: Conduct longitudinal studies
to track the long-term effectiveness of the
framework on language proficiency and
operational outcomes in maritime settings. This will
provide deeper insights into the sustained benefits
and areas for continuous improvement.
2. Industry Collaboration: Foster closer collaboration
with industry stakeholders, including maritime
companies and regulatory bodies, to ensure the
framework remains aligned with evolving industry
standards and technological advancements.
Regular feedback loops and partnerships can
enhance the relevance and applicability of the
framework.
3. Professional Development: Implement structured
professional development programs for maritime
educators and professionals to effectively integrate
the framework into curriculum and operational
practices. Continuous training will support
ongoing skill development and adaptation to new
communication challenges.
4. Technology Integration: Explore opportunities to
integrate educational technologies, such as virtual
reality simulations and interactive learning
platforms, to enhance the delivery and effectiveness
of the framework. Technology can provide
immersive learning experiences that simulate real-
world maritime scenarios.
5. Multidisciplinary Approach: Encourage a
multidisciplinary approach to curriculum design
and research, involving experts from applied
linguistics, educational technology, maritime
operations, and human factors. This approach can
enrich the framework's theoretical foundation and
practical application.
6. Global Adoption and Adaptation: Promote the
global adoption and adaptation of the framework
1177
by translating materials into multiple languages
and tailoring content to regional maritime contexts.
This will facilitate its implementation in diverse
international settings, fostering a globally
competent maritime workforce.
7. Implementing these suggestions and
recommendations will not only strengthen the
Multiliteracy Framework's impact but also ensure
its sustainability and relevance in enhancing
communication skills crucial for maritime
professionals worldwide.
7 CONCLUSION
This research has demonstrated the efficacy and
relevance of the Multiliteracy Framework for Maritime
English Communication in enhancing language
proficiency and operational effectiveness within the
maritime industry. By integrating verbal, visual, and
digital literacies, the framework addresses the diverse
communication needs of maritime professionals,
supporting their adaptability in complex operational
contexts. The alignment of the framework with
international standards underscores its validity and
applicability in meeting regulatory requirements and
improving safety standards onboard. Educationally,
the framework offers significant implications for
curriculum development and professional training in
maritime education. It promotes practical learning
experiences through simulation exercises and scenario-
based training, preparing students to navigate real-
world communication challenges with confidence and
competence. Moreover, the emphasis on continuous
professional development underscores the
framework's role in fostering a culture of lifelong
learning among seafarers. Moving forward, future
research should focus on longitudinal studies to assess
the framework's sustained impact on language
proficiency and operational outcomes over time.
Collaboration with industry stakeholders will be
crucial to refine the framework and ensure its
alignment with evolving industry practices and
technological advancements. Ultimately, the
Multiliteracy Framework represents a pivotal
advancement in applied linguistics and maritime
education, contributing to the cultivation of a skilled
and resilient workforce in the global maritime sector.
ACKNOWLEDGMENT
The first author would like to thank the Indonesian
Education Fund Management Institute (LPDP) and the
Education Service Centre (Puslapdik) under the Ministry of
Education, Culture, Study, and Technology
(Kemendikbudristek) for allowing him to pursue doctoral
studies in State University of Jakarta (UNJ) as well as the
publication fund through the Indonesia Education
Scholarship (BPI) of Kemendikbudristek, with the LPDP
fund.
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