Transfer of learning in general and simulator environments: A comprehensive systematic literature review of influencing factors

In 2005-2006, despite numerous criticisms made on maritime education and training issues and a hasty flow of information reportedly away from print and toward the Web, journals in the industry, specifically the Philippine Journal on Maritime Education and Training (PJMET), stood out in 2005 for unique coverage on the current state of maritime education and training. Its particular strength, in most part through print, covered a wide array of training strategies, approaches, systems and programs aimed towards the production of highly skilled Filipino seafarers that, according to the journal issue professionals, could sustain the increasing manpower requirement of the fast growing national and global maritime industry. The Philippine Journal on Maritime Education and Training is (PJMET) published by the National Maritime Polytechnic (NMP) in cooperation with the Congress on Maritime Education and Training gave twenty-four (24) papers pertaining to issues and events regarding the maritime industry. The state of Maritime Education and Training (MET) and other pertinent papers, among others, stood out in the journal issue utilized in the investigation. Â Key words - Maritime Education and training, global maritime industry, journal issues.

This study reviews literature of simulation-based training and assessment to trace conceptual developments in maritime education and training (MET). Our aim is to highlight and examine the historical trajectory of salient topics in MET with the goal of help developing the field forward. The investigation is based on articles published from 1961 to 2021 (n = 87) on simulation-based training and assessment in maritime academic journals. The first review of its kind in MET, the study combines quantitative topic modelling and qualitative content analyses of exemplary texts. Our study investigates: (a) how training and assessment in simulations are conceptualised in MET research and (b) how these conceptualisations have developed over the decades. Our review reveals an educational field dominated by human factors research and dedicated to upholding industry standards. Moreover, adopting quantitative text mining we identified four prominent topics in the literature. These revolve around management of resources, academic performance, simulator training and authentic assessment. A more in-depth qualitative content analysis of the model, tracing conceptual developments over time, suggests that the word ‘learning’ occurs for the first time in 1980. As a concept for scientific inquiry, learning does not gain prominence in the literature on simulation in MET before 2021. Our results suggest some future directions of research and offer a methodological framework for future reviews in maritime affairs that combines quantitative topic modelling with qualitative content analysis.

Human factor is the most important factor that influences maritime security, and the quality of maritime education and training influences maritime seafarer's integrated qualities in the future directly. All of the maritime education and training institutions have established their own quality standard system according to International Maritime Organization (IMO) STCW (78/95) code, which is being used to manage the process of maritime education and training and ensure the quality of maritime education effectively at present in China. This paper studies on how the quality of the MET (maritime education and training) influences maritime security, evaluates the function of quality standard system which ensures quality of maritime education. At the same time, establishes the initial model for the factors of maritime education that influences maritime security. Based on the spot check data, expatiates on the present situation of China maritime education. Finally, aiming at the features of China maritime education, some advice is brought forward to changing the present situation of the MET.

The new developments on telecommunications, computing and sensors are triggering the ships to become more autonomous every day. The new projects leading to a fully autonomous way of transport are already building the fleets of the future, involving more efficient, sustainable and safer shipping operations. Against the expectations of the seafarer’s replacement by Artificial Intelligence and the Autonomous Systems, this technological emergence will be the opportunity for new businesses and job creation, which will require highly skilled crews and operators. Maritime Education and Training (MET) should progress towards updating subjects, incorporating new topics and upgrading teaching methodologies in order to develop highly skilled crews and on-shore operators while maintaining compliance with the STCW Convention standards. Previous research has already identified that technology related to autonomy is rarely addressed in the maritime curricula, and that the main gap in the preparation of new training lies in the updated STCW Code. Although some technological and research centres have incorporated concepts related to autonomy in their agenda, its integration has not been widespread across all Maritime Education and Training Institutions. The main objective of this article is to analyse this emerging content in relation to autonomous navigation, machinery systems, cybersecurity and remote-control systems, inter alia. These emerging contents will contribute to the development of a training course designed to establish new educational and proficiency standards to address the implications of this technology. The aim is to achieve a comprehensive conceptualization of the new era of Maritime Autonomous Surface Ships (MASS) within the Maritime Education and Training (MET) framework, facilitating the development and incorporation of MASS into maritime curricula.

Maritime education and training(MET) is of vital importance to the world shipping industry. This paper first compares MET between China and western countries from the perspectives of basic systems and modes. Then it explores enlightenment of MET in western countries to China's MET: understand the strategic significance of developing MET, be aware of the strategic position of seafarers, encourage more young people to devote themselves to navigation, innovate the system and mechanism of MET, and promote internationalization of MET.

The paper explores the importance of sustainability from the perspective of prospective employers of future and existing Maritime Education and Training (MET) graduates. More specifically, it investigates employers’ views on the incorporation of sustainability into MET provision. For this purpose, a questionnaire survey that addresses the concept of sustainability – among other emerging trends - from the angle of maritime education and training was distributed to European shipowning companies in the context of related EU funded research (SkillSea). A total of 23 responses were received but, albeit the relatively small sample, the findings suggest clearly that there is a significant gap between the skills presently acquired through MET. They also reveal the need for METs to develop a strategy aiming at a more comprehensive inclusion of the mega-trend of sustainability as a subject into the curricula of the various types of MET institutions. This paper contributes to the literature by addressing the mismatch between current and future needs and related issues arising for maritime education and training.

The paper reports some findings of an extensive European research project carried out on costs and funds of MET (maritime education and training) systems. The need to improve the quality of the European MET systems is a relevant political and scientific issue which strongly impacts the competitiveness of the shipping sector in Europe. However, MET is quite an expensive ET system since it requires high investments and incurs in high running costs. The situation is also acerbated by the decreasing number of students at MET institutions. There is then the need of having a closer look at the financial aspects of MET so as to come up with some policy recommendations for improving the current situation in terms of optimal use of resources. In the paper a questionnaire-based methodology is employed aiming at identifying and analyzing different cost and funds structures of MET institutions in Europe (cost models). Then, by considering some policy-sensitive variables of the cost models, some policy recommendations are drawn up to improve the efficiency of current systems. They basically refer to the need to concentrate and integrate resources in order to exploit some degree of economies of scale, on top of achieving some economies of scope and pursuing quality in MET. Finally, further lines of research are indicated.

The minimum requirements in maritime education and training (MET) are set by the International Convention on Standards of Training, Certification and Watchkeeping for Seafarers (STCW). First established in 1978, the STCW convention standardized educational procedures for seafarers. Since then, it has become the most influential regulatory document for maritime education. The STCW code had major revisions in 1995 and 2010. These amendments were in response to the recognized need to bring the Convention up to date. However, it has been over a decade since the latest amendments came into force, and over the past decade, new educational technologies and digital educational methods have developed significantly. Not only that, but technologies used onboard ships have also advanced considerably. Today, digitalization and the fourth industrial revolution are rapidly reshaping the maritime industry, as well as maritime education. These issues coupled with the disruption caused by the Covid pandemic increased the need for more advanced training tools and methods in MET. Concerns are rising regarding the need for more comprehensive rules that will better reflect today's educational needs and progress in the literature. This paper takes a first step toward addressing these issues by improving the understanding of the currently used advanced teaching methods in MET. This bibliometric review provides developments in the field from the perspective of educators and researchers. As a result, we discovered several narratives and literature gaps in MET. This article reviews the currently investigated subjects and topics, used educational tools and equipment, types of research, and main influencers in MET research. The field is still newly developing, but at a rapid pace. Newly developed tools and methods are increasing, but advances are also constrained because they are made to fit the decade‐old regulations.

Purpose The purpose of this paper is to examine, through the lenses of the Fourth Industrial Revolution, the imperative of curricular re-structuring in maritime education and training (MET) and the use of market needs analysis to prevent misalignment between training and ultimate job market need. Design/methodology/approach Peer-reviewed material was analyzed, and this examination was undertaken by looking at the literature on curriculum design, curriculum planning and curriculum evaluation. Attention was then given as to how these elements of curriculum should be applied to the discipline of MET and its didactics. This was twinned with an examination of the industry needs met by the delivery of the MET content. Findings The study found that the MET sector must respond to change to remain relevant and viable. This imperative of evolution in response to change is equally a truism for the business of shipping (to include the merchant marine industry, cruise tourism and hospitality) as it is for the business of higher education (HE), specifically MET. Practical implications The review saw where in 2017 the President of Rolls Royce Marine declared that “Autonomous shipping is the future of the maritime industry”. With this innovation, market needs for skills will shift from the able-bodied seafarer to a robust knowledge base in cyber-physical systems (CPSs). Just as the internet transformed how humans interact with one another, CPSs will transform how we interact with the physical world around us. This reality will necessitate change in instruction, curriculum planning and outcome in MET. Social implications Many educational institutions which are stuck in traditional didactics are on the cusp of closure because technology-enhanced learning has overtaken and outstripped the old ways. Indeed, technology and innovation are sounding the death knell for traditional didactics in MET. Originality/value The paper examines the discipline of MET as unique and robust area of specialized HE. MET focuses on the equipping of the human element in shipping. It is the engine behind a multi-billion-dollar industry that is driven by the global trade that is facilitated by ships and ports. This trade extends to the maritime tourism and hospitality business. This paper is of value to maritime educators and trainers in the cruise and hospitality industry. Herein is the significance of this review.

In MET(Maritime Education and Training) fields, there is no standard system using ship handling simulator currently. The authors developed and proposed the new MET system based on essential training concepts which are composed of the elemental technique development of the ship handling technique and the systematic reconfigration of it as a systematic training system. These concepts were already reported at some international conference, such as IMLA, INSLC MARSIM and etc.. The tanning effectiveness of this system by comparison of the learning charcteristic of learning process of ship handling techniques between the simulator training and onboard training were also confirmed and reported. In this paper, the proposed training and assessment methods are mainly described through the discussion of ship handling technique and the results of experiments using simulator.

This article presents a systematic review and qualitative synthesis of the use of simulators in maritime education and training (MET), with a focus on bridge operations during navigation training and assessment. The review found 34 articles published in a wide range of academic journals, displaying a global field of research consisting of three main disciplines: Maritime professionals (n = 15), Human factors (n = 13) and Education (n = 6). An important conclusion made after synthesising the results of the studies is that while the potential of using simulators in training and assessment are clear, little is known about which instructional practices would ensure valid and reliable results of simulator-based education. Since MET institutions train their students for one of the most safety-critical industries in the world, there is a need for empirical studies that explore the use of simulator-based training and assessment further to lay the foundation for an evidence-based educational practice.

This study aims to examine the validity, practicality, and effectiveness of Computer-Based Training (CBT) for the English Maritime Course within Maritime Education and Training (MET). Additionally, it seeks to identify the target learners' needs and the appropriate learning materials for seafarer candidates enrolled in the Nautical Program at SMK Pelayaran Samudera Indonesia Medan. Employing a Research and Development (R&D) approach, the study followed six stages: needs analysis, syllabus development, material design, expert consultation, material try-out, and evaluation. The research involved eleventh-grade students from Nautical Program classes A and B as participants. Data were collected through questionnaires, interviews, and observation sheets, and were analyzed using both descriptive quantitative and qualitative methods. Findings indicate that CBT serves as an effective tutorial and assessment tool, offering an interactive learning medium that supports onboard training. CBT enables seafarer candidates to engage more actively in acquiring the knowledge and skills essential for their future professional roles. Despite certain limitations and challenges in implementing CBT, the research underscores its significant potential to enhance English language teaching and learning in maritime contexts. The study recommends that instructors and trainers familiarize themselves thoroughly with CBT's features to maximize its benefits in Maritime Education and Training. Overall, the integration of CBT contributes meaningfully to improving instructional practices and learner outcomes in English Maritime Courses for seafarer candidates at vocational schools.

This paper considers the problem of maritime education and training of navigators in the context of modern distance learning conditions. The constant expansion of the world fleet in order to maintain productivity at a high level entails increased requirements for the qualifications and training of seafarers. In particular, for a correct assessment of the situation, the necessary condition is a combination of deep knowledge of the equipment operation and its practical significance, with proper bridge team management. According to statistics from open sources, the predominant cause of accidents sets on operators' actions or decisions. Thus, the technical skills and behavioural aspects of the navigation team have to be reviewed from an educational perspective. Concurrently, training efficiency can be increased by taking into account the limiting factors of the present day, which decrease the performance of classic methods of education. Curriculum priorities should be based on maritime accident data, and training methods should use modern technical means, expanding the boundaries of existing practices. On the other hand, in order to ensure complex preparation for navigational operations, it is useful to carry out training sessions with all parties involved. In addition, attention should be paid not only to the qualifications of merchant ships crews but also to the appropriate training of pilots and tug captains, since ignorance of the causes of loss of tug controllability and stability by any party may lead to an accident. Existing papers on classical and innovative tools and equipment used in MET (Maritime Education and Training) were analyzed, including the use of VR in the maritime education sector. A complex study of the problem includes a preliminary analysis of accidents, a review of modern methods used in MET, their limitations, and observations of educational practice at the National University “Odessa Maritime Academy”, including a questionnaire. The paper proposes possible prospects for the development and quality improvement of maritime education for navigators from the perspective of modern reality. Keywords: maritime education and training, maritime resource management, virtual reality, simulators, multi-vessel, distance learning, autonomous ships, human factor.

The Direction of Maritime Education and Training Development: A Conceptual Approach

The maritime industry operates within a global framework, necessitating efficient intercultural competence and communication for successful collaboration among diverse seafaring teams. This dissertation investigates how the performance of management-level crew can be elevated through the enrichment of the educational curriculum at Maritime Education and Training (MET) institutions, with a specific focus on courses aimed at facilitating intercultural competence. The central research question guiding this study is: How can the performance of management-level crew be elevated through enriching the syllabus of intercultural communication and competence at Maritime Education and Training (MET) institutions? This research aims to identify and implement syllabus enhancements that specifically target intercultural competence to improve the effectiveness and operational efficiency of management-level crew. To address this question, the study examines the extent to which intercultural competence courses are currently integrated into the MET curricula and their impact on crew performance. It also assesses how communication skills are taught within the academic framework of MET institutions and their role in enhancing intercultural interactions. Additionally, the study identifies the predominant cultural hurdles and communication barriers faced by seafarers aboard seagoing vessels and explores the challenges educators and students encounter in teaching and learning intercultural communication and competence at MET institutions. Furthermore, it evaluates the most effective strategies that maritime organizations can employ to enhance the intercultural proficiency of their crew members and alleviate intercultural discord. Employing an interdisciplinary approach, this research integrates theories of intercultural communication, organizational behaviour, and maritime operations to illuminate the impact of cultural diversity on crew dynamics, safety, and overall operational efficacy. Through extensive literature review, interviews, and empirical research, the study provides actionable insights into the development of tailored training programs and communication strategies. The findings of this dissertation aspire to advance knowledge, inform policy, and enrich the maritime industry by promoting a more harmonious and culturally sensitive environment conducive to safe and efficient seafaring. By focusing on the enhancement of the MET curriculum, this research aims to foster a culture of inclusivity, cooperation, and shared understanding on board, ultimately leading to improved performance of management-level crew.