Abstract
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.
Highlights
Maritime Education and Training has been referred to as one of the six pillars of the global maritime industry by the International Maritime Organization [1]
The findings indicate that the Maritime Education and Training (MET) instructors feel sufficiently confident in the use of a majority of the technological affordances available to them; there is scope for improvement in their own pedagogical style and in utilizing collaborative knowledgecreating tools, as well as tools that enable the class to engage in a dynamic collaborative learning environment
Maritime Education and Training plays an integral part in global maritime operations
Summary
Maritime Education and Training has been referred to as one of the six pillars of the global maritime industry by the International Maritime Organization [1]. The European region has historically been recognized as influential in the maritime industry due to the presence of key maritime clusters in the region, which have traditionally facilitated knowledge exchange, collaboration, research, and the development of maritime technology [2]. The availability of technical capital in the region has been simultaneously linked with the presence of human capital itself, with maritime professionals and seafarers providing the knowledge and experience for the operations. The availability of this relevant human capital is supported by the well-established Maritime Education and Training (MET) institutes in the region. There are numerous MET universities and vocational MET institutes in Europe (and the UK) [4], providing various courses and programs for competence development, the fulfilment of the regulatory requirements, and research and development in the maritime sector
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