Maritime Specialists Research Articles

Soft skills in the professional competence of specialists in the maritime industry

The article considers the use of soft skills in the professional competence of maritime specialists and determines their value for the work of sailors. The main soft skills required for maritime professionals were identified: attentiveness, teamwork skills, communication skills, responsibility, etc. A number of methods for the formation and further development of soft skills in maritime professionals have been identified, such as: studying in higher education institutions with maritime specifics, attending courses and trainings in the field of soft skills, studying on the basis of literature and video materials, contacting a coach or trainer, and combining several methods. The practical result of the study is a set of recommendations for improving the effectiveness of soft skills application in the professional competence of maritime specialists. The theoretical result was the identification of the main regularities of the use of soft skills in the professional competence of maritime specialists.

Digital Horizons in Maritime Education: Navigating Challenges and Perspectives at STIP Jakarta

This research investigates the integration of digitalization challenges in maritime education, focusing on 240 cadets at the Maritime Institute Jakarta (STIP Jakarta). In their pivotal third semester, cadets undergo comprehensive preparation for internships, aligning with their majors—Nautical, Technical, and Port and Shipping Management. The study, adopting a qualitative descriptive approach, delves into cadets' perspectives on "An Integrative Approach for Digitalization Challenges of the Future Maritime Specialists" over three semesters. The findings reveal a nuanced landscape. While cadets acknowledge the importance of digital competencies, there is a notable gap in their confidence in preparedness. The positive correlation between perceived digital proficiency and overall professional competences signifies the integral connection between traditional maritime skills and digital literacy. Motivations driving cadets include enhanced employability (64%) and personal development (28%), pointing to a pragmatic and forward-looking mindset. The self-checked intelligence aspect exposes a potential gap between awareness and action, with 80% recognizing its importance but only 35% engaging in regular self-assessment. Perspectives on digital challenges reflect a balance between optimism (52%) and concerns about job displacement (38%), necessitating a holistic educational approach. The research underscores the paramount importance of English literacy, with 82% recognizing its significance in international maritime communication. The implications call for targeted curriculum enhancements, interventions promoting regular self-assessment, and a balanced approach to addressing digital challenges. Recommendations include bridging the gap between recognized importance and perceived preparedness, leveraging motivations for tailored programs, and cultivating a culture of self-reflection. In conclusion, this research provides a comprehensive understanding of cadets' perspectives, offering a roadmap for STIP Jakarta and similar institutions to navigate the digital horizons of maritime education effectively.

INTERVIEWING AS THE WAY OF ENGLISH COMMUNICATIVE COMPETENCES FORMATION OF FUTURE SEAFARERS

The article deals with effective methods of studying English as a generally accepted working language in shipping industry by future maritime specialists. Knowledge of the English at the level of a competent user will contribute to the safety of the vessel and the environment, as well as effective communication between crew members, vessels, shipping companies, ports, charterers, ship brokers, port authorities, pilots, etc. Attention is paid to the formation of English communicative competence as the ability to communicate in the process of performing professional activities. State laws and regulations are analyzed, as well as the requirements and standards of the International Maritime Organization regarding the training of future maritime specialists. Special attention is paid to the IMO Model Course 3.17 “Maritime English”. In the article is analyzed the relationship between theoretical and practical training of future maritime specialists during their studying at the Danube institute of the National university “Odessa maritime academy” (DINU “OMA”), in particular, when working in laboratories, with simulators, in multimedia and interactive classes, computer classes with applied software. At the same time, among future managers, engineers, navigators are formed: the interest in learning maritime English increases; there is a desire to communicate on professional topics during an interview at a crewing company; skills of negotiating with other ships, ports and shore stations etc. After the second-third year of study, students of DINU “OMA” undergo testing and an interview at crewing companies, and upon successful completion, cadet programs are offered and the student begins practice in an multilingual crew.

Formation of communicative competence of future ship engineers using critical thinking technologies based on the “World Café” method

The transition to a new educational model that will ensure the independence of thinking and speech activity of the future mechanic-officer is a strategic vector of improvement and change in the educational space, which will help maintain the competitiveness of both the teacher and the student. The purpose of this study was to exchange experience of theoretical and practical application of the World Café method as a tool for critical thinking in the context of formation of communicative competence of future ship engineers. To fulfil this purpose, the survey method was used to collect and analyse information on the development of productive critical thinking of education students during discussion in English language classes for professional orientation. The main characteristics and requirements for critical thinking in the professional training of future ship engineers were defined, namely: clarity, accuracy, validity, logic, impartiality. It was proved that the process of forming critical thinking is a necessary condition for independent and responsible actions of maritime specialists in problematic situations. Critical skills such as analysis, evaluation, explanation, and summarisation were highlighted, which are important when discussing professional situations. It was substantiated that critical thinking requires active learning and does not tolerate passive learning, and therefore classes should be interesting and exciting, productive, and motivational. It was emphasised that the main purpose of modern maritime education is not just the accumulation of knowledge and skills, but the training of cadets as independent subjects of educational activities capable of learning and improving their knowledge. The study described the advantages of the World Café method. It was noted that in distance education, “the world cafe” method is widely used in online classes on the Moodle, Zoom, Google Classroom, Whiteboard Miro platforms for group work and knowledge sharing. The practical value of this study is that its results can be used by teachers in preparation for classes in English (for professional purposes), literature, history, etc

НАПРЯМИ ПОКРАЩЕННЯ ПРОЦЕСУ ДИПЛОМУВАННЯ ФАХІВЦІВ МОРСЬКОЇ ГАЛУЗІ

The article reveals the main problems faced by sailors during receiving working diplomas for assigning the ranks of command squad of sea ships and methods of solving them. One of the main stages in the formation of the maritime career of every maritime specialist is their obtaining of maritime certificates and diplomas. They are issued by such a state body as the Shipping Administration. The main problem in this process lies in the time-consuming stage of submitting maritime documents, their verification for assigning or confirming the rank of crew members of sea vessels during the qualification exam at the State Qualification Commission of the Shipping Administration. To solve this problem, the Ministry of Infrastructure of Ukraine and the Shipping Administration developed a special electronic system, which is an information and communication system of the Shipping Administration in the field of training and certification of ship crew members. This electronic system allows sailors to: use digital documents, submit documents for obtaining or confirming work diplomas, submit online applications for government services, monitor the process of verification of maritime documents, download diplomas in a few clicks without the need to stand in queues at government institutions. In addition, for the state institutions themselves, this electronic system ensures the creation of a single register of all maritime documents, namely: certificates, seaman's passports, foreign passports, medical certificates, diplomas on completion of studies at higher education institutions, advanced training courses, certificates of competency, seafarer's record books with records of sailing experience, information on submitted applications and received protocols, etc. The creation of a single register for maritime specialists helps to properly organize work and at the same time raise the rating of Ukrainian sailors to the European level. Key words: certification of seafarers, electronic system of the Shipping Administration, qualification exam, Ministry of Infrastructure of Ukraine, State Qualification Commission.

Reform of Navigational Education 1902 - 1905

The reform of nautical education in 1902 - 1905 is considered. The issue of introducing the titles of ship mechanics became relevant already in the 1880s, when the first Russian long-distance commercial steamers began to appear. At the end of the 19th century, preparatory work began to create a legislative framework for the mechanics of the merchant fleet and to organize their training in the Russian Empire. In 1902-1905. the ranks of maritime specialists - captains, navigators and ship mechanics of the merchant fleet were legally established, the procedure for obtaining these titles was determined, management bodies for domestic merchant shipping and maritime educational institutions were created. It was noted that with the creation of educational institutions for the training of ship mechanics, the domestic system of maritime education was completed. It is concluded that in Russia in 1902-1905. conditions were created for the training of specialists who ensured the navigation of merchant ships of any type, the economical operation of ship mechanical equipment.

Formation of professional competency in life saving appliances operation of future seafarers by means of online and simulation VR technologies

Nowadays simulation training technology is a priority method of maritime specialists’ practical training in the world. The main purpose of using VR simulators within an educational process is to simulate work on real equipment in order to form professional competencies of seafarers. The article describes system of blended learning on the basis of Kherson State Maritime Academy, that includes alternation of traditional and online learning, virtual training by means of the VR technology, training on simulators. In accordance with the principles of blended learning in Academy, there was developed an author's course ``Rescue boats and life rafts specialist'', which aims at providing theoretical and practical training of seafarers on launching and handling the lifeboats and liferafts and, as a result, ensures seafarers’ formation of professional competency ``life-saving appliances operation''. The article also reveals the results of an experiment with implementation of VR technologies in forming the professional competency ``life-saving appliances operation''. The deviation of the results in control and experimental groups was 9,8\%. The effectiveness of our research was manifested in the fact that students have gained experience of practical skills before coming to the vessel and showed higher level of educational achievements in professional competency ``life-saving appliances operation''.

Diagnostics of motion sickness (kinetosis) and training of resistance to it in VR simulators

Approximately 5-15% of adults suffer from motion sickness (ICD-10: T75.3, ICD-9: 994.6), also known as kinetosis, in one way or another. Being prone to it may negatively affect not only the daily activities of an average person, but also maritime specialists, whose professional activity is directly related to sailing in sea. The study of motion sickness, as well as the development of simulators that would allow training a resistance and adaptation to it and its symptomatology is an urgent task for the maritime industry. Various approaches for the physiological motion sickness resistance and adaptation training exist, among which the use of virtual reality (hereinafter referred to as VR) technologies is of high importance. Key advantage of using VR is the ability to simulate any visual environment, limited only by the task, hardware and software capabilities of the researcher. Currently, VR is already being used in the study of motion sickness [1]. We investigated not only the possibility of motion sickness, but also methods of reducing manifestations and symptoms by dynamically changing the viewing angles, as well as assessing the influence of peripheral and stereoscopic vision, including their various variations. The primary goal of the study is to investigate the direct effect of a visual channel on the symptoms of motion sickness, including changes of channel parameters (e.g., changes in viewing angles), and to assess the possibility of training a control group of users with vivid symptoms to reduce them. This paper considers 50 participants to be involved in an experiment, which is based on the developed research methodology for physiological motion sickness. Series of tests is carried out to identify symptoms and conduct a training, after which the research methodology has been evaluated.

ЕКОЛОГІЧНА ОСВІТА МАЙБУТНІХ СУДНОВОДІЇВ ЯК ПСИХОЛОГО-ПЕДАГОГІЧНА ПРОБЛЕМА

The article reveals the role of environmental education in the professional training of specialists - future navigators. It was established that the problem of environmental protection is one of the most acute problems of our time. Formation of ecological culture, ecological beliefs, ecological style of thinking of modern students, mastering the basics of rational nature management is one of the priority tasks of modern maritime higher education. It was underlined that environmental education is a very important component of the educational process. It is a system in which ecological thinking, ecological culture, ecological responsibility, ecological consciousness, humanistic ideas, principles, universal human values, scientific knowledge, and skills interact. These qualities are necessary for future navigators, as they are needed to solve professional tasks related to ecological safety during the operation of sea and river transport. In addition, the solution of professional tasks requires the implementation of a certain algorithm of actions in the event of accidents and incidents on water with dangerous environmental consequences. The theoretical approaches of scholars to the concepts of "ecological education", "ecological responsibility", "ecological competence", "ecological culture" are generalized. The conclusion was made concerning the importance of the formation of the integrated content of professional disciplines, taking into account the ecological component in the training of maritime specialists. The need to upgrade the system of higher maritime education in order to form an ecological component in professional training. At the same time, emphasis should be placed on qualitative changes in the environmental education of future maritime specialists, in updating the structure and content of environmental knowledge as the main factor in the formation of the environmental consciousness of future navigators. Key words: future navigators, maritime education, ecological competence, ecological education, ecological culture.

DEVELOPMENT OF THE SYSTEM OF PROFESSIONAL TRAINING OF THE FUTURE TRANSPORT SPECIALISTS IN EDUCATIONAL INSTITUTIONS OF UKRAINE (LATE XIX – EARLY XX CENTURIES)

The article on the basis of theoretical generalizations considers the main aspects of the development of the system of professional training of the future specialists of the transport industry in educational institutions of Ukraine in the late XIX – early XX centuries.The retrospective analysis of the development of professional training of the future specialists for the transport industry in Ukraine in the late XIX – early XX century was conducted on the example of the most progressive and highly paid at the time specialties in this sphere, namely: training of maritime specialists and railway workers.We found out that the period of the end of the XIX – 1917 is the time of creation of educational institutions for the training of the future specialists in maritime affairs. Thus, in the late XIX – early XX century there were more than 20 educational institutions in Ukraine, which provided training for the future sailors for the military and commercial fleet in the Black Sea. During this period, one of the key links in vocational education were maritime schools and long-distance sailing schools, in particular in the Kherson province, they were located in the cities of Beryslav, Oleshky and Hola Prystan, as well as Kherson. It is generalized that in the period of 1921–1941 the professional training of the future specialists for the fleet was done in corps (schools), in which the priority direction of professional training was defined as wide universalization.It is generalized that the development of railway transport took place in connection with the construction of the Kursk-Kharkiv-Azov railway in Slobozhanshchyna, which in turn needed qualified specialists of various professions who somehow interact with this industry. As a result, Kharkiv, an important railway junction, soon became a training center for the future railway specialists. Therefore, on December 1, 1870 at the station of Kharkiv opened a railway school for the training of technicians, which was reorganized into the Kharkiv Technical Railway School. In 1917, the Kharkiv Technical Railway School was reorganized into a Secondary Railway Vocational School. On its basis in 1921 the Kharkiv technical school of ways of a combination of a mechanical specialty with a four-year course of training was created.On its basis in 1921 the Kharkiv technical school of ways of connection of the mechanical specialty with a four-year course of training was created.In 1920, the Operational Technical School for the training of operational specialists was opened at the Southern Railway.On April 1, 1926, specialist training courses for engineers began to function in Kharkiv. On August 17, 1927, they were renamed into the Higher Technical Courses of the People’s Commissariat of Railways in Ukraine.In 1929, three railway technical schools (Technical School of Mechanical Railways, Operational Technical School and Evening Workers’ Mechanical Technical School) were merged into one professional technical institution - Kharkiv United Technical School of Railways.In the late 1920-s – early 1930-s the economy of the USSR gained momentum, but the transport industry did not keep up with the high rate of industrial development. Therefore, on March 23, 1930, the Kharkiv Institute of Railway Engineers began its work. Already in 1940–1941 academic year it became one of the largest railway institutions of higher education in the USSR.Thus, the retrospective analysis of the activities of educational institutions that provided training for the future transport professionals showed that during the period (late XIX – early XX century), in connection with the development of scientific and technological progress in society there was a need to train qualified future maritime specialists and railway workers. During this period, educational institutions were established, which actively developed in the system of professional training of transport specialists.

Admiral Ushakov Maritime State University

THE FIRST INTERNATIONAL SCIENTIFIC CONFERENCE “MARINE GEOLOGY & ENGINEERING -2021” МGE-2021 10-11 September 2021 On the basis of submitted works at the Conference, 25 selected peer reviewed papers have been included in this volume of IOP Conference Series: Earth and Environmental Science. Novorossiysk, Russia International Conference on “Marine Geology and Engineering” (MGE-2021) was held on 10-11 September 2021 by Admiral Ushakov Maritime State University, Russia. The Conference was dedicated to the 45th anniversary of the University (https://aumsu.ru). Admiral Ushakov Maritime State University is the only large educational institution of water transport in the South of Russia, which graduates maritime specialists for shipping companies, shipbuilding and ship repair plants, water transport enterprises, ports and transport terminals.The aim of the МGE-2021 Conference was to share the results and prospects of achievements in advanced scientific research in engineering systems, complexes and technologies for processing the results of applied research, engineering solutions in the development of the world ocean, environmental ecology and human activities in the world ocean.List of Committee are available in this pdf.

An Integrative Approach for Digitalization Challenges of the Future Maritime Specialists: A Case Study of the Lithuanian Maritime Academy

: Rapid changes in technologies and digitalization challenges caused by Industry 4.0 with the integration of the AI, machine learning algorithms, internet of things’ technologies, introduction of maritime autonomous surface ships and the development of digital shipping and logistics processes require proper education and training of specialists working in maritime industry to ensure safety and security of people, oceans, goods and environment. The shipping and logistic processes and operations, including the decision-making processes, on the global scale and on the scale of whole-organisation ecosystems become more dependent on the manipulation of data from different unstructured open sources and private data sets, increased amount of data stream from sensorial systems. The specialists working with automated systems need competences to use and interpret special data, engineering and analysis algorithms, and skills in using modelling tools of optimised solutions in shipping and logistics. Educational institutions have to be ready to present effective solutions to educate quickly adaptable specialists able to meet volatile labour market needs able to meet digitalization challenges. The case study of the Lithuanian Maritime Academy (LMA) presented in the paper is based on the use of an integrative approach and work integrated learning with the aim of enabling the educational environment to develop proper competencies of the specialists of shipping and logistics information systems.

The role of simulators in the process of teaching English for maritime specialists

The role of simulators in the process of teaching English for maritime specialists

Role of distance learning in speech culture formation of future maritime specialists during academic and practical training

Role of distance learning in speech culture formation of future maritime specialists during academic and practical training

Microlearning in the formation of English-language competencies of maritime specialists

Microlearning in the formation of English-language competencies of maritime specialists

Usage of testing technologies for professional training of future maritime specialists

Usage of testing technologies for professional training of future maritime specialists

The Transformational Power of the Sea: Copper Production in Early Bronze Age Greece

Abstract The sea tends to shape people's lives in a myriad of practical and symbolic ways. This article argues that it is therefore unsurprising that the sea also impacted on copper workers in the southern Aegean during the Early Bronze Age. Here, the sea was an integral element of the copper production, which is characterized by movement of metal across the sea from one manufacturing stage to the next—often over considerable distances requiring lengthy absences of the workers from their home communities, making metalworkers true maritime specialists alongside the more “typical” traders, fishermen, and seafarers. The distances traveled magnified the symbolic value of the raw materials as the object's geographic distance became converted into a symbolic value-added “exotic” distance. This value was further enhanced thanks to the mastery of skills required to traverse the sea, an element very different from land and intimately associated with forgetting, disposal, and death.

Natives and Creoles of Alaska in the maritime service in Russian America

ABSTRACT In the initial stage of Russian colonization of Alaska, very few Natives were involved in carrying out maritime service on Russian ships, as they lacked some of the required qualifications and skills. Only after the Russians had established the first permanent settlement on Kodiak Island in 1784 were some Natives drawn into maritime service, though in a limited number. From the beginning of the nineteenth century, Natives came to be replaced more and more by Creoles (people of mixed European and indigenous descent), who, toward the middle of the century, made up a substantial part of the crew on ships of the Russian-American Company (RAC), which managed the Alaska colony from 1799 until its sale to the United States in 1867. Many Creoles were prepared from childhood to carry out maritime service, serving initially as cabin boys. The most capable Creoles were sent to Kronstadt and St. Petersburg for training, after which they were returned to the Russian colonies in the New World as certified maritime specialists. By the end the Russian-America period, one-third to one-half of the navigators, first mates, and skippers who commanded RAC ships were Creoles. Among those native to Alaska, it was the Creoles who played the most significant role in the maritime history of Russian America and the geographic discoveries in its territory.

МОБІЛЬНІ ТЕХНОЛОГІЇ НАВЧАННЯ У ПРОФЕСІЙНІЙ ПІДГОТОВЦІ МАЙБУТНІХ ФАХІВЦІВ МОРСЬКОГО ТРАНСПОРТУ

Стаття окреслює сучасну проблему вдосконалення професійної підготовки майбутніх фахівців річкового та морського транспорту засобами сучасних мобільних технологій. Автор з метою з’ясування можливостей і перспектив мобільного навчання в процесі професійної підготовки майбутніх фахівців морського транспорту здійснив аналіз мобільних програм у магазинах додатків для платформ Google Android, Apple iOS та Windows Mobile. У процесі дослідження з’ясовано, що в магазинах мобільних додатків Google play, App Store та Microsoft Store наявні програми для моряків та ті, що можна використовувати в їх професійній підготовці в освітніх цілях. Відповідно до їх призначення ці програми розподілено на такі групи: додатки для вивчення іноземної мови, довідники та словники для моряків, тренажери для проходження професійних тестів, програми для пошуку вакансій та персоналу в морській галузі, навігаційні програми та карти, електронні вахтові журнали, записні книжки та планувальники для моряків, керівництва для моряків, програми для контролю за здоров’ям моряків, імітації вимірювальних морських приладів, додатки для прогнозу погоди, факсимільні карти для моряків про вітер, хвилі, погоду і припливи. Проаналізовано можливості використання датчиків смартфонів для фіксації часу руху та інтервалів часу для контролю послідовності подій чи процесів, для вимірювання різних параметрів навколишнього середовища, для дослідження параметрів світла, звуку, прискорення, атмосферного тиску тощо. На основі аналізу мобільних додатків та опитування студентів Херсонської державної морської академії щодо використання мобільних пристроїв у навчанні зроблено висновок про те, що програми магазину Google Play мають багато можливостей для їх використання в процесі професійної підготовки майбутніх фахівців морського транспорту через їх велику різноманітність, безкоштовність та зручність самого магазину додатків.

ДОСВІД ІНФОРМАТИЗАЦІЇ МОРСЬКОЇ ОСВІТИ ЗА КОРДОНОМ

The article emphasizes the need to modernize the training of maritime professionals with the help of new information technologies. The urgency of the problem of improving the professional maritime education is conditioned by national and world trends in society in general and the maritime industry in particular. Most maritime education informatization studies are focused on analyzing and highlighting their own experience of implementing different types of ICTs into the professional training of future professionals. Therefore, analysis and generalization requires the issue of informatization of maritime education abroad. For this purpose, the study used such theoretical methods as analysis, induction, deduction, generalization in order to identify a positive experience in the informatization of maritime education, which can be used to improve the professional education of future maritime specialists. Based on the analysis of scientific works of foreign scientists on the informatization of maritime education, the following generalizations can be made. The fourth industrial revolution and the development of the information society are also affecting the maritime industry, which encourages the revision of the training of future maritime professionals, paying attention to the formation of their ICT competences. Foreign scientists propose the use of the following information technologies in maritime education: computer-based learning as the simplest form of e-learning; multi-user learning environment as a tool for creating virtual audiences and spaces; a three-dimensional virtual world of Second Life with elements of the social network as a platform for modeling gamified professional activity, cooperation and training; information communication technologies to support interaction with loved ones; Smart-education as an organization of education for the purpose of collective education in the World Wide Web; distance learning technologies as a tool for expanding the vocational education system. Key words: computer science, maritime education, maritime professionals, information technology.