Autonomous ships in maritime education model course 7.01

The fourth industrial revolution is already a fact. It is manifested in the emerging automation of many processes in shipping, which until recently have been highly dependent on the competence of the people who manage them. The analysis of navigational accidents invariably touches the human factor and involves it in the reasons for their occurrence. The statistics are discouraging and the lack of competence of seafarers is always present in the reports of the investigating authorities. The idea of creating and implementing autonomous ships is cited as a lifeline to overcome the shortcomings that disturb the industry due to the human factor. A few authors in their publications point out many unresolved issues, one of which is related to the education and competence of service personnel. The existing International Convention for Standards of Training, Certification and Watchkeeping of Seafarers does not cover unmanned ships. The mandatory and recommended competencies in it are addressed to the people on board. Some maritime educational institutions have introduced the concept of “autonomous ship” in their curricula, such as Nikola Vaptsarov Naval Academy, Varna and Faculty of Maritime Study, Split. There are probably others who think ahead, but this approach is not enough because unmanned ships are already a fact in the maritime industry. This article aims at exploring the possibilities for supplementing the curricula of maritime training institutions with appropriate subjects for the new realities in shipping.

VIABILITY OF USING ENGINE ROOM SIMULATORS FOR EVALUATION MACHINERY PERFORMANCE AND ENERGY MANAGEMENT ONBOARD SHIPS

The maritime institutions aim at contributing to reducing the adverse effects arising from the ships, machinery operation through the possibilities exit in the engine room simulators. The current paper explains the importance of engine room simulators in maritime education in general and focuses on their use in the field of evaluation and management of machinery within the engine room space. As a case study, an electric powered passenger ship and an oil tanker ship are investigated regarding applying ship energy management onboard. This investigation could be achieved using the possibilities available in TRANSIS ERS 5000. With reference to passenger ships, the results show the possibility of saving energy with a reduction of CO, SOx, CO2 and C emissions by about 7.97, 10.54, 12.36, and 20.11%, respectively. However, regarding tanker ships, the results reveal that a reduction of speed by 10% will achieve fuel saving by about 25%.

Kualitas Pelatihan dan Pendidikan Maritim dari Sudut Pandang Taruna dan Perwira Siswa

The world Maritime Education and Training Institute (PPM) under the International Maritime Organization (IMO) plays an important role in producing ideally skilled and competent seafarers. Developing countries, especially Indonesia, are challenged to be able to improve the quality of PPM institutions in developing their competencies that are globally oriented and based on a high level of excellence, so as to be able to maintain industrial competitiveness and overcome further globalization which causes economic growth in developing countries. This type of research uses descriptive research with a structured interview method. The main objective of this study is to assess the quality of maritime education and training from the perspective of seafarers in Indonesia. The result of this research found that a national strategy was needed for professional development for the cognitive development of seafarers.

Structure Rearrangement of an Introductory Course for General Shipping Education

A literature on maritime education is at the corner side, comparing with large amount of works on business and management topics. However, the importance of forming and updating a maritime education system should not be neglected, leaving a research gap for academic discussion. This paper is a continuation of an introductory course design study in a maritime university (Wang, Zhang, Ge, & Chao, 2021). In the last paper, we deal with the content selection problem for general shipping education. The content of shipping education relies heavily on the practice. Evolved with the internal and external environment change of shipping industry, the structure of the course designed before cannot fully comply with the industrial requirements. This paper aims to rearrange the course structure by increasing the student and practitioner engagement, where the student preference and industrial requirements are both considered. The Entropy-TOPSIS model is applied to evaluate the contents of each module. It is shown that students and practitioners are very sensitive to the different modules; the common and divergent perspectives were identified. Finally, the proportion of each content was adjusted accordingly based on the results of the measurement. The main contribution is to provide a possible solution for the course reform of general shipping education.

Exploring the Qualifications of Future Seafarers from the Perspective of Stakeholders: its Implications in the Maritime Education and Training

The global need for logistics distribution is increasing from year to year. Significant technological developments have been applied to merchant ships to run supply chains more effectively and efficiently. Seafarers are the main subjects who operate and navigate ships to adapt to technological advances. Their qualification to meet stakeholder expectations then becomes an essential issue for discussion. This study aims to discover the qualifications of future seafarers from a stakeholder perspective. Implications in Maritime Education and Training are also discussed. The authors uses a qualitative research design and conducts interviews to collect data. Using the purposive sampling method, the author involved participants who had much experience in the maritime industry. The findings of this study reveal that technical and theoretical knowledge, english communication skills, and IT skills are hard skills expected by stakeholders. Apart from hard skills, seafarers also need soft skills to support their work, including managerial skills, hardiness and adaptability, motivation to learn, and a good attitude. This finding has significant training in the Maritime Education and Training sector. Students need to learn lessons to foster student learning motivation and provide more time for ship simulators and engines to experience actual work activities on board.AbstrakMenggali Kualifikasi Pelaut Masa Depan dari Perspektif Pemangku Kepentingan: Implikasinya dalam Pendidikan dan Pelatihan Maritim; Kebutuhan global distribusi logistik semakin meningkat dari tahun ke tahun. Perkembangan besar teknologi telah diterapkan pada kapal-kapal niaga untuk menjalankan rantai pasokan dengan cara yang lebih efektif dan efisien. Pelaut sebagai subjek utama yang mengoperasikan dan menavigasi kapal dituntut untuk menyesuaikan diri dengan kemajuan teknologi. Kualifikasi mereka untuk memenuhi harapan para pemangku kepentingan kemudian menjadi isu penting untuk dibahas. Studi ini bertujuan untuk menggali kualifikasi pelaut masa depan dari perspektif pemangku kepentingan. Implikasi dalam Pendidikan dan Pelatihan Maritim juga dibahas. Penulis menggunakan desain penelitian kualitatif dan melakukan wawancara untuk mengumpulkan data. Dengan menggunakan metode purposive sampling, penulis melibatkan partisipan yang banyak mendapatkan pengalaman di industri maritim. Temuan penelitian ini mengungkapkan bahwa pengetahuan teknis dan teoritis, keterampilan komunikasi bahasa Inggris, dan keterampilan TI merupakan hard skill pelaut yang diharapkan oleh para pemangku kepentingan. Selain hard skill, pelaut juga membutuhkan soft skill untuk menunjang pekerjaannya, antara lain kemampuan manajerial, hardiness dan adaptability, motivasi belajar, dan attitude yang baik. Temuan ini memiliki implikasi yang signifikan di sektor Pendidikan dan Pelatihan Maritim. Penting untuk menyesuaikan metodologi pengajaran untuk menumbuhkan motivasi belajar siswa dan memberikan lebih banyak waktu untuk penggunaan simulator kapal dan mesin agar siswa dapat mengalami aktivitas kerja nyata di atas kapal.

Assessing the Technology Self-Efficacy of Maritime Instructors: An Explorative Study

Maritime Education and Training (MET) is an integral part of the global maritime industry, playing an essential role in ensuring that the sector is supplied continuously with a skilled workforce. The successful outcomes of the educational content delivery in MET institutes depend, to a certain extent, on the maritime instructor’s ability to create conducive learning environments utilizing all of the resources available. The self-efficacy of maritime instructors in various facets, most notably their proficiency with the use of technology in classrooms, can lead to the introduction of transformative learning practices. Accurately measuring their self-reported technological proficiency could be the initial step in this direction. This study aimed to measure the self-reported technology proficiency of maritime instructors using an established and validated scale: Technology Proficiency Self-Assessment for the 21st century (TPSA-C21). The scale was administered, using an online survey, to a sample of MET instructors within Europe and the UK, with n = 62 valid responses received. Using descriptive statistics and the evaluation of the measurement model, the study highlighted the perceived level of proficiency of the MET instructors along dimensions such as email, world-wide web use, emerging tools, teaching with technology, integrated applications, and teaching with emerging technologies. The survey also measured the perceived level of technology integration for maritime instructors according to the Concerned-Based Adoption Model–Level of Use (CBAM–LoU) classification. The results indicate a potential area of improvement for maritime instructors with regard to their self-reported proficiency, namely in the dimension of teaching with emerging technology. The implications for the MET domain, the respondent demographics and the future research directions are discussed.

Investigating Teachers’ and Students’ Perceptions of Online English Learning in a Maritime Context in China

English is required as the official working language for oceangoing seafarers across the world. In China, much time and effort has been dedicated to improving maritime students’ Maritime English (ME). However, low English proficiency is still one of the main barriers for Chinese seafarers to compete in the international maritime labor market. Online technology has introduced great opportunities for ME education in China. A deep understanding of the current status of online ME education in China is essential for enhancing its quality and effectiveness. This article investigates the current status of online ME education in China from the perspectives of Chinese maritime students and ME teachers by examining four key factors: online ME materials, online assessment and feedback, online interactions, and related online support. In total, 255 maritime students and 34 ME teachers from different maritime education and training (MET) institutions in China participated in this research. The study finds that online ME education in China was underdeveloped. Limited and simple online methods were being used in ME teaching and learning. The exam-oriented teaching mode greatly impeded the implementation of creative online methods. Many online functions had not been fully exploited and individual learning needs should be highlighted.