OVERCOMING CHALLENGES IN MARITIME ONBOARD TRAINING:

ENHANCING SKILLS AND PREPAREDNESS FOR FUTURE

A Research Proposal Presented to the

In Partial Fulfillment
of the Requirements for the Course
Maritime Research

Gapol Jr., Jeserio D.

Magalso, James Jason E.

Sambiog, Noe C.

May 2025
Page | 1
 Chapter 1

The Problem and its Scope

Introduction

Maritime onboard training is essential for shaping the skills and readiness of

future seafarers. This study dives into the various challenges that maritime trainees

encounter during their onboard training and how these hurdles impact their growth

and preparedness for real sea duties. The researchers argue that effective onboard

training is crucial not just for safety and performance, but also for the overall

professional development of maritime cadets. As the maritime industry evolves and

becomes more technologically advanced, it’s increasingly important to address any

gaps in training to ensure that trainees are fully equipped for the realities they’ll face

at sea.

Many scholars back the idea that effective onboard training is vital for

seafarers. For instance, Sampson and Tang (2015) point out that maritime cadets

need structured and realistic training to meet the demands of their profession.

Moreover, Baylon and Santos (2017) stress that simulated training should be paired

with hands-on, onboard experience to truly develop the necessary skills. Research

by Afenyo and Veitch (2020) also shows that as navigation and ship technologies

advance, training approaches need to be more adaptive and modern. Additionally,

Hetherington et al. (2006) highlight the importance of teamwork and

communication in shipboard operations, which should be nurtured during training.

Despite its critical nature, maritime onboard training often lacks consistency,

standardization, and real-world application, leaving trainees unprepared for actual

work at sea. Language barriers, cultural differences, outdated teaching methods, and

limited access to modern equipment are common challenges that hinder effective

learning. These gaps have motivated the researchers to conduct this study, aiming

to identify these recurring issues and contribute to the improvement of maritime

Page | 2
education. By addressing these lapses, the researchers seek to help cadets transition

smoothly from training to professional responsibilities onboard.

With these concerns in mind, this study aims to determine the challenges that

maritime trainees encounter while training onboard.; the effect of these challenges

on the development of skills and readiness of future seafarers; and suggesting

strategies and recommendations to improve onboard training programs for maritime

trainees.

Objectives

This study aims to:

1. Determine the challenges that maritime trainees encounter while training

onboard

2. Determine the effect of these challenges on the development of skills and

readiness of future seafarers.

3. Suggesting strategies and recommendations to improve onboard training

programs for maritime trainees.

Conceptual Framework

This study is anchored on the concepts from various authors which could

help elaborate its objective. According to Fernandez et al. (2016), seafarers need to

be able to apply their knowledge in high-pressure, real-life situations to thrive in the

maritime industry. Cahapay (2020) points out that experiential learning—

essentially learning by doing—proves to be more effective for retaining technical

skills than just traditional classroom instruction. At the same time, Perera et al.

(2015) highlights that combining practical experience with theoretical lessons

allows students to gain a clearer understanding of their future roles. With that in

mind, this study will delve into how improving onboard training influences the

skills, adaptability, and overall readiness of maritime trainees.

Page | 3
 One of the biggest concerns in maritime training revolves around the

challenges faced while onboard. Sampson and Tang (2015) pointed out several

issues, including communication barriers, a lack of standardization, and cultural

differences that can really get in the way of effective learning. Similarly, Tang and

Bhattacharya (2011) observed that trainees often feel a disconnect between what

they learn in the classroom and what they actually do onboard. Jeong (2014)

emphasized how tough it can be to adapt to onboard routines and the absence of

proper mentoring, which only adds to the difficulty of applying skills. These

challenges are what drive this study to explore ways to enhance the onboard learning

experience for cadets and trainees.

One key aspect of this study is the emphasis on developing skills. Afenyo

and Veitch (2020) point out that seafarers need to cultivate more than just technical

expertise—they also need to hone their problem-solving, leadership, and decision-

making skills. Hetherington et al. (2006) highlight the critical role of teamwork,

communication, and situational awareness, particularly in diverse crew

environments. Additionally, Sampson and Zhao (2003) emphasize that successful

seafarers exhibit emotional intelligence and adaptability, traits that are often lacking

in current training programs. These observations reinforce the notion that skill

development should be comprehensive and tailored to meet the actual demands of

maritime operations.

This study takes a closer look at ways to improve training strategies that can

really boost the effectiveness of maritime education. Baylon and Santos (2017)

point out that incorporating simulations and technology into maritime training can

lead to better preparedness and engagement among trainees. Nguyen et al. (2019)

emphasize how valuable mentorship programs are for closing knowledge gaps and

enhancing trainee performance. The IMO (International Maritime Organization,

2020) also stresses the importance of regularly updating training curricula to keep

pace with the latest technological and procedural advancements in the maritime

industry. By examining these strategies, the study aims to suggest practical

Page | 4
improvements for onboard training systems that align with both current and future

maritime standards.

Statement of the Problem (SOP)

This research is all about diving into the main challenges that maritime trainees

encounter while they're training on board. It aims to pinpoint how these hurdles

impact their growth and readiness, and it also looks to suggest some practical

strategies to help them improve. Specifically, it seeks to answer the following:

1. What are the typical challenges that maritime trainees encounter while

undergoing onboard training?

2. How do these challenges affect the development of skills and the overall

readiness of maritime trainees for future seafaring careers?

3. What strategies and recommendations can be proposed to improve the

quality and effectiveness of maritime onboard training programs?

Significance of the Study

This study is beneficial to the following future researchers:

Maritime Students (Trainees) it provides them insights into the common

difficulties faced during onboard training and offers practical solutions to better

prepare them for future responsibilities at sea.

Misamis Institute of Technology (MIT) the institution can take these findings

and enhance its training modules, making sure they meet global maritime standards

and incorporate best practices.

Maritime Educators can gain valuable insights into which training methods

could use some tweaking, helping them provide more effective and relevant

instruction.

Shipping Companies by recognizing the challenges faced by trainees,

companies can provide better onboard support, mentoring, and training

reinforcement to produce well-rounded seafarers.

Page | 5
 Maritime educators and training institutions are sure to benefit from this

study, as it sheds light on the existing gaps in training delivery. With these insights

in hand, institutions can enhance their programs by incorporating the latest

techniques and technologies, making sure that future seafarers are well-prepared

with both the theoretical knowledge and practical experience they need.

Scope and Delimitation

This study focuses on the challenges that maritime trainees encounter during

their onboard training and how these obstacles affect their skill development and

overall readiness for future seafaring careers. Specifically, the research aims to: (1)

pinpoint the common challenges faced by trainees while onboard, (2) analyze how

these issues impact their preparedness and skills development, and (3) suggest

strategies to improve onboard training programs. The study will gather data from

approximately 5 participants, which include maritime trainees, instructors, and

seasoned seafarers. These respondents will be selected from various vessels to

ensure diverse insights into onboard experiences.

The study takes place in onboard training settings, using tools like

questionnaires, interviews, and a thorough review of literature related to maritime

education and training. It's worth mentioning that this research doesn't delve into

other types of maritime training, such as shore-based programs or non-technical

skills that aren't directly tied to the onboard experience. The emphasis is on real-

world shipboard situations, ensuring that the insights and recommendations aim to

enhance training practices and better prepare future seafarers.

Definition of Terms

The following terms are defined:

Onboard Training this is a structured learning experience conducted on a vessel,

where maritime trainees apply theoretical knowledge in a real-world setting. This

Page | 6
training covers various aspects of ship operations, including navigation, engine

maintenance, cargo handling, and emergency response.

Seafarers these are individuals employed in the maritime industry who work

onboard ships and are responsible for operating, maintaining, and ensuring the

safety of the vessel. Seafarers include officers, engineers, deck crew, and other

maritime personnel.

Simulation Training a training method that uses advanced computer-based

programs and equipment to replicate real-life maritime scenarios. Simulation

training is designed to enhance decision-making skills, familiarize trainees with

shipboard operations, and prepare them for emergency situations without real-world

risks.

Maritime Technology this is the various technological systems and tools used in

the shipping industry, including electronic navigation systems, engine automation,

communication devices, and safety monitoring equipment. Modern maritime

technology enhances operational efficiency and improves safety at sea.

Skill Development is the process of acquiring and improving technical, cognitive,

and interpersonal skills necessary for maritime professions. Skill development in

onboard training includes practical ship-handling, problem-solving, teamwork, and

leadership abilities.

Competency-Based Training (CBT) this is a training approach in maritime

education that focuses on the development of specific skills and competencies

required for a seafarer’s role. CBT ensures that trainees meet industry standards

before they obtain certifications and licenses.

International Maritime Organization (IMO) this is a specialized agency of the

United Nations responsible for setting global shipping regulations, including safety,

security, and environmental standards. The IMO establishes guidelines for maritime

training through conventions like the Standards of Training, Certification, and

Watch keeping for Seafarers (STCW).

Page | 7
Standards of Training, Certification, and Watch keeping (STCW) is a set of

international regulations established by the IMO that outlines the minimum

training and competency requirements for seafarers. The STCW ensures that

maritime professionals are adequately trained to perform their duties safely and

efficiently.

Bridge Resource Management (BRM) is a system of onboard training that

emphasizes teamwork, communication, and decision-making on the ship’s

bridge. BRM aims to reduce human errors in navigation by fostering cooperation

among crew members.

Engine Room Resource Management (ERM) is like BRM, ERM is a training

approach that focuses on the safe and efficient operation of a ship’s engine room.

It teaches engineers and technical crew how to manage machinery, troubleshoot

issues, and maintain coordination under high-pressure situations.

Maritime English is the standardized English language used for communication

between seafarers of different nationalities. Since ships often have multinational

crews, proficiency in Maritime English is essential for effective communication

and preventing misunderstandings onboard.

Safety Management System (SMS) is a set of policies and procedures

implemented onboard a vessel to ensure compliance with international safety

standards. The SMS includes emergency preparedness, risk assessment, and

accident prevention measures to protect crew members and the ship.

Page | 8
 Chapter 2

Review of Related Literature

Today development of Maritime Education and Training system is a dynamic

process under the pressure of rapidly improving maritime technology. An ideal

development cannot be achieved by considering the existing practice and internal

processes and procedures only and needs to have a wider perspective by reviewing

best practices and establish the necessary benchmark. Research is an effective

means of underpinning further and higher education programs, developing and

motivating staff, establishing working relationship with industry and commerce and

developing independent and self-learning while preparing students for the future.

Recent research has shown that the response of International Bodies to

address identified deficiencies on STCW content, language competence,

automation, emergency situations and environment are generally slow, sluggish

and/or lacks resources. To overcome these deficiencies, TUDEV established a

partnership with well-known and well-respected international maritime institutions

and universities in UK and in other European Union member states as well in

Norway and through working with organizations such as BTEC/Edexcel, MNTB

(Merchant Navy Training Board), NVQ/SVQ (National Vocational Qualification)

authorities and professional institutions such as IMarEST (Institute of Marine

Engineering, Science and Technology) developed a set of most up to date programs

for Deck officers as well as Senior Deck officers and similar programs for Marine

Engineers and senior Engineer officers. The socialization process experienced on

the ship would probably also affect one’s recognition as to whether one fits the

environment and further affect one’s intentions to remain in the profession after

graduation as it is considered that the fit between one’s character and work

environment is the basis for one to choose a career [Holland,1997].

In today’s seafarer market, one of the key problems is the lack of

seafarers, especially experienced officers. Although the global supply of

officers is increasing steadily, the demand is still higher than the supply. An

Page | 9
additional problem is that an increased demand may lead to a decreased

quality of education.

For the effective functioning of maritime education and training (MET),

understanding of the impact of Industry 4.0 technologies on maritime

professionals is essential. This study explored the challenges and opportunities

for MET in the 4th Industrial Revolution. Two factors were considered for the

research, automation, and digitalization, occurring both in the shipping

industry and in the MET sector. The purpose of the study is to highlight

challenges and opportunities brought about by the rapid advancement of

technologies and contextualize them in the experience and foreseen future of

maritime professionals. Three methods were employed: content analysis;

survey and semi-structured interviews, which involved 127 survey

respondents and seven teachers in various specializations. The Universal

Declaration of Human Rights proclaims that education is a fundamental human

right for all people, and the Convention Against Discrimination in Education

(CADE) extensively elaborates the elements of this right. CADE is the first

international instrument that comprehensively covers the right to education.

It is considered a cornerstone of the Education 2030 Agenda and a potent tool

for achieving the United Nations (UN) Sustainable Development Goal (SDG) No.

4, Quality education (UNESCO, 2020).

The significance of MET goes far, even beyond shipping. The competence

and skills of seafarers and shore-based maritime professionals are essential for

the safety and security of life and property at sea, the protection of the marine

environment, and the efficient flow of global trade. The International

Convention on Standards of Training, Certification, and Watch-keeping for

Seafarers (STCW) establishes the standards of competence for seafarers. Akin

to CADE, the STCW is the first international instrument to define the

Page | 10
fundamentals and basic rules for education and training of seafarers (IMO,

2019).

Shipping can be regarded as a high-risk domain with a large complexity

in operations. Accidents and incidents may involve danger for seafarers and

passengers, as well as for the environment and society at large. Education and

training play a crucial role for the safe conduct of ships. While technical skills

have been at the core of a mariner’s skillset, non-technical skills (NTS) have

become increasingly important for the safe conduct of merchant vessels.

Therefore, knowledge in NTS has become a mandatory requirement for

officers serving on board. This knowledge is normally taught in courses

labelled Bridge Resource Management, Engine room Resource Management, or

Maritime Resource Management. While the number of courses in the industry

is steadily increasing, research focused on NTS training and its relation to

safety in operation seems sparse. This review article aims to provide an

overview of scientific literature focused on training NTS for maritime

operations published between 2000 and 2018. Based on the reviewed

literature the article identifies and discusses current research gaps, trends, and

potential future directions to improve maritime resource management

training.

With the development of technological innovation, many industries such

as process and maritime industries constitute more complex automated

systems, dedicated operating conditions, multilevel interconnections, as well

as human-machine and human-human interactions. The actions and decisions

made by operators and seafarers affect the safety and productivity of these

systems. It is well known that around 60-80% of the accidents are attributed

to human error (directly or indirectly). Generally, each operator or seafarer

must undergo training before starting their real jobs. In recent decades,

emphasis on operator training has increased – resulting in advance training

Page | 11
simulators with several features like immersive, stereoscopic sounds,

hydraulics, and even use of different odors. However, the design of training

methodology can have a significant impact on the skill acquisition of trainees.

The growth of integration of technology in existing systems as well as newer

systems is much higher than that of improvement in training methods.

Unfortunately, there are few studies linking the training needs and the real-

world demands on operators, revealing a significant research gap to fulfill. In

socio-complex systems, it is necessary to consider various aspects in the

training methodology, which can facilitate the operators/seafarers to handle

normal and abnormal scenarios adequately.

Shipping is a global business and is affected by global development and

politics. World trade is expanding, and transportation companies operate

across the entire world. Global GDP has doubled since 1995 and trade has

grown by a factor of four. Maritime professionals have for decades contributed

with operational maritime experience and knowledge to companies in the

maritime sector, and they are still crucial for realizing much of the maritime

industry's innovation potential. Maritime professionals can give concrete

innovation suggestions to shipping, ship design and equipment manufacturers,

finance, and port operations, as well as to researchers who know the challenges

presented by specific maritime innovations. Research and product

development are thus more targeted. Close interaction between users and

researchers provides a faster and more precise path to new technology and

solutions. If the European maritime industry is to continue to be a world leader,

good education and research institutions, as well as the right competencies, are

crucial. Europe has been a global leader in maritime business for centuries but

is facing challenges - digitalization, globalization, and sustainability. Innovation

is a crucial factor in enabling European maritime industries to handle these

challenges.

Page | 12
 The impact of global trends and disruptive technologies can be studied

and give important insight into possible future developments that will require

a shift in priorities and open new opportunities. This document seeks to

establish an understanding of how these broader changes affect the shipping

industry and, thereby, determine the need for corresponding changes in

education and training. The maritime domain is defined in this report as all

companies that own, operate, design, build or deliver equipment or specialized

services to all kinds of ships and other floating units. Won the stay Kil aged i

areas, 493, lion operation as one excluded shipping operations are included.

For occupational profiles we include bridge, deck, engine, and shore-based

maritime jobs. In the following, we highlight a most important figure that is

relevant to this project: numbers of European maritime professionals

(seagoing). The data resources come from UNCATD Statistics - United Nations

Conference on Trade and Development'. All in all, this report provides an

outlook for the future skills of maritime professionals (both seagoing and

shore-based) in relation to four important indicators - sustainability,

collaboration of clusters, digitalization, and education trends. The report also

presents our interviews with experts from shipping businesses in Europe.

Technological advancement in the maritime industry is progressing in a

rapid pace and needs continuous development of seafarer’s education to cope

with this development. In the area of automation, unmanned shipping is

expected to offer more effective way of moving freight in a way that reduce

costs and accidents caused by human errors ,moreover the autonomous

operations supports the transition towards sustainable and eco- friendly

transportation MO is reviewing the existing IMO adopted conventions to

perceive how they may apply to ships with differing levels of automation , to

establish a regulatory framework for Maritime Autonomous Surface Ships

(MASS).

Page | 13
 This dissertation focuses on employability of Bangladeshi seafarers

under the prevailing labor market condition. The paper discusses the concept,

framework, and various skills and attributes that constitute employability. The

significance of education on employability has also been highlighted. In

addition, required elements of high-quality seafarers, as well as skills and

attributes that are desirable in the seafaring profession have been discussed.

The paper made an in-depth investigation on the factors that determine the

employability of seafarers and analyzed the skills and abilities of Bangladeshi

seafarers. In addition, the investigation looked into the MET standards in

Bangladesh Marine Academy, as well as in the private MET institutions in light

of STCW'78 as amended, and the global seafarer supply and demand trends.

Furthermore, the research encompassed the assessment and certification

system, and application of quality standards system by the Department of

Shipping. To increase the validity of the research outcome, supplemented

literature review with questionnaire, and interviews. The analysis identifies

various internal and external factors that have an impact on the employability

of Bangladeshi seafarers. The data analysis further illustrated in discussions,

proposing a model for Bangladeshi seafarers' employability incorporating

factors described in the widely known 'USEM' model of employability. In

addition, suggestions are made on how to develop an effective MET system

which will eventually support the competitiveness of Bangladeshi seafarers in

the global labor market.

The global shortage of seafarers continues despite events resulting from

the economic downturn, such as scrapping of older vessels, cancellation of new

building orders, laying up of vessels. This means that any efforts for retention

of seafarers or recruitment of new intake are as essential now, as have ever

been in the past. Numerous efforts have been developed and initiated over the

years to attract new generations of youngsters into the industry. A few

Page | 14
examples from the Netherlands are highlighted in this paper. A shortage of

seafarers will also result in a shortage of teaching staff. How to attract teachers

and what career is available for them is a further essential component to

consider in assuring that qualitative MET will be available in the years to come.

In the Netherlands at one time there was a qualifying academic program for

maritime lecturers and instructors.

Standards of Training, Certification, and Watch-keeping (STCW) Basic

Training (BT) is mandatory for every seafarer before starting to work on board

merchant ships. The knowledge, attitude, and behavior (KAB) theory explain

that knowledge enhances one’s attitude, thus leading to improved behavior.

Accordingly, this study determined the effects of BT on seafarers’ shipboard

safety KAB. The process commenced by ascertaining whether the BT course

offered in the Maritime Institutes was on par with BT contents provided by the

International Maritime Organization (IMO). In a previous study, almost 20% of

its participants agreed that they did not comply with the correct procedures to

perform certain tasks at work, while more than 40% have agreed that they

checked the checklist boxes provided without following the actual procedures

(Andrei et al., 2018). In general, these non-compliant actions are closely related

to various human factors, such as laziness, complacency, and others.

Accordingly, most marine accidents are documented to be caused by human

errors (Gregory & Shanahan, 2010; Lappalainen & Tapaninen, 2014) and at a

higher rate compared to mechanical-related marine accidents (Roberts et al.,

2014).

Nowadays, shipping is an international business that employs some 1.6

million seafarers (UNCTAD 2019) and carries around 90% of global freight

(Oksavik et al. 2020). However, it is often postulated that the safety and

efficiency of the industry could be improved by removing humans from the

direct loop (Wróbel et al. 2017; Hoem et al. 2019). Accordingly, automated

Page | 15
ocean-going merchant vessels, also known as Maritime Autonomous Surface

Ships (MASSs) (IMO MSC 2018) would navigate the sea either completely

without human supervision or under control from a distant land-based facility,

sometimes referred to as a shore control center (SCC) (Størkersen 2021;

Ramos et al. 2019). Depending on the degree to which such systems would be

automated, human involvement in sea-going operations may be reduced from

direct, manual control to remote supervision and control, or periodical

condition-checking. In any case, the role of humans will decline in some

concepts, only a maintenance crew will be kept on board for a given period

(Komianos 2018) instead of a full complement of crew. For others, all

operations will be carried out remotely or autonomously with the use of an

extensive network of sensors and communication links (IMO MSC 2018;

Kobyliński 2018; Fan et al. 2020).

Maritime education and training (MET) for seafarers who operate ships

has struggled to flexibly adapt to technological and environmental changes. In

particular, as social demand for online MET arose due to COVID-19, the need

for sustainable MET beyond traditional teaching methods grew exponentially.

In order to identify the most optimal MET methods among face-to-face and

online methods, this study reviewed the concepts and applications of existing

MET methods, grouped them using a fuzzy analytic hierarchy process, and

supplemented this structure through a designed survey. Furthermore, our

findings reveal that online education platforms via metaverse-based

“expansion” and “connection” are needed and pave the way for future research

to expand empirical studies on MET satisfaction regarding existing

International Maritime Organization model courses.

Page | 16
 Chapter 3

Methodology

Research Design

This study employs a qualitative research approach, specifically using a

phenomenological design. The researchers chose phenomenology to really

dive into the lived experiences of maritime students and seafarers while they

undergo their onboard training. By homing in on personal stories and firsthand

accounts, the goal is to reveal the core of their challenges. This method is

perfect for examining the complexities of human experiences in real-world

settings without altering the environment.

Research Environment

This study will be conducted in Misamis Institute of Technology, located

in Purok 10 Bañadero, Ozamiz City. The focus will be on maritime students

under the Bachelor of Science in Marine Transportation (BSMT) and Bachelor

of Science in Marine Engineering (BSMarE) programs who have undergone or

are currently engaged in onboard training. Misamis Institute of Technology

provides a relevant environment for the study, as it is one of the established

institutions in Ozamiz City offering maritime education. The setting allows the

researchers to gather meaningful insights directly from trainees who have

first-hand experience with onboard challenges, and to explore how these

experiences affect their skill development and readiness for a career at sea.

Page | 17
Research Participants

The participants in this study are:

1. Maritime cadets and trainees who are currently getting hands-on

experience during their onboard training.

2. Junior officers and seasoned cadets who have completed their

training and can share valuable insights from their experiences.

3. Training officers and maritime educators who are responsible for

creating and implementing training programs.

To select participants, the researchers will be using a purposive

sampling technique, which involves intentionally selecting individuals who

have substantial knowledge or firsthand experience related to maritime

onboard training. According to Palinkas et al. (2015), purposive sampling is

widely used in qualitative research to identify and select information-rich

cases that can provide in-depth understanding of the subject matter. For this

study, a total of five participants will be chosen, ensuring that each one can

offer meaningful insights into the challenges and experiences faced during

onboard training.

Research Instrument

The researchers will utilize the adopted questionnaire Sampson and

Tang (2016), which focuses experiences and challenges faced by seafarers. The

questionnaire is structured to explore the personal difficulties encountered by

maritime trainees during their onboard training. It includes three key factors,

each consisting of five indicators: (1) Physical and Mental Challenges, (2)

Workplace Environment and Culture and (3) Adaptation and Preparedness.

Page | 18
 Research questionnaire adapted from: Sampson & Tang (2016)

Scale:

1 – Strongly Disagree

2 – Disagree

3 – Neutral

4 – Agree

5 – Strongly Agree

Objective Statement 1 2 3 4 5
1. Determine the I experienced physical exhaustion ☐ ☐ ☐ ☐ ☐
challenges that maritime due to long working hours.
trainees encounter while
training onboard.
I encountered language and cultural ☐ ☐ ☐ ☐ ☐
barriers while interacting with the
crew.
I experienced mental stress or ☐ ☐ ☐ ☐ ☐
homesickness while onboard.
I received unclear instructions or ☐ ☐ ☐ ☐ ☐
lacked guidance during tasks.
I had difficulty adjusting to the ☐ ☐ ☐ ☐ ☐
onboard environment and routine.
2. Determine the effect of These challenges made me doubt ☐ ☐ ☐ ☐ ☐
these challenges on the my preparedness for real-world
development of skills and maritime work.
readiness of future
seafarers.
I felt that my ability to apply ☐ ☐ ☐ ☐ ☐
technical knowledge was limited by
these challenges.
My communication and leadership ☐ ☐ ☐ ☐ ☐
skills were negatively affected.
These challenges hindered my ☐ ☐ ☐ ☐ ☐
overall skill development.
I felt less confident handling ☐ ☐ ☐ ☐ ☐
maritime responsibilities due to
these issues.
3. Suggest strategies and Onboard mentorship programs ☐ ☐ ☐ ☐ ☐
recommendations to should be implemented to support
improve onboard training trainees.

Page | 19
 programs for maritime
trainees.
Institutions should improve pre- ☐ ☐ ☐ ☐ ☐
deployment preparation and
orientation.
Trainees should receive mental ☐ ☐ ☐ ☐ ☐
health support during training.
Onboard training programs should ☐ ☐ ☐ ☐ ☐
include more hands-on simulations.
Feedback from former trainees ☐ ☐ ☐ ☐ ☐
should be considered to improve
future training.

Data Gathering

The researchers will first seek approval from the appropriate

institutional authorities and obtain informed consent from all participants,

ensuring ethical standards are followed throughout the process. Participants

will be maritime cadets and trainees who are currently getting hands-on

experience during their onboard training, junior officers and seasoned cadets

who have completed their training and can share valuable insights from their

experiences, training officers and maritime educators who are responsible for

creating and implementing training programs. The researchers will hand out

the questionnaires either face-to-face or electronically, depending on what

works best for the participants. They’ll have plenty of time to fill out the forms,

allowing their answers to truly reflect their thoughts and experiences.

Data Analysis

This study uses a qualitative approach, specifically thematic analysis, to

interpret the responses from maritime trainees. Through detailed interviews

and thematic analysis allows the researchers to identify patterns and themes

from both Likert-scale responses to a rich exploration of the perceptions,

challenges, and insights of those directly engaged in maritime training,

providing a deeper understanding of the trainees' experiences.

familiarization, then coding relevant ideas and grouping them into themes

based on the study’s objectives. These themes will reflect the challenges

encountered, their impact on skills and readiness, and suggested

improvements. The themes will be reviewed, refined, and used to form

conclusions and recommendations grounded in participants' actual

experiences (Braun & Clarke, 2006).

Ethical Considerations:

The study follows strict ethical guidelines to make sure it’s done

responsibly and that the rights of participants are fully respected. A key ethical

principle here is informed consent, which means that participants are given

clear information about the study's purpose and their rights before they decide

to take part. Joining the study is entirely voluntary, and individuals can opt out

at any time without any negative repercussions. To protect privacy and

confidentiality, no identifying details—like names or student IDs—are

included in the final report, and all personal information is kept under wraps.

Data security is a top priority, with all information stored safely and used solely

for research purposes. Once the study wraps up, the data is disposed of

properly to prevent any unauthorized access. Throughout the research

process, the team is dedicated to honesty and transparency, ensuring that data

collection, analysis, and reporting are done with integrity and free from bias.

Page | 21
 References

https://marifuture.org/Publications/Papers/improve_the_performance_of_seagoing

_crew.pdf

https://hrcak.srce.hr/clanak/320808

http://ptji.org/index.php/ptji/article/view/242

diva-portal.org

https://koreascience.kr/article/JAKO201911863197675.page

https://www.sciencedirect.com/science/article/pii/S2351978915004102

http://jiecr.org/index.php/jiecr/article/view/1990

http://researchonline.ljmu.ac.uk/id/eprint/14990/1/

D1.1.3%20Future%20Skills%20and%20competence%20needs_final%20version

(1).pdf

https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3882590

https://rep.ksma.ks.ua/items/e5ad66ae-818a-4b1b-beb4-2fc658bf2919

https://www.mdpi.com/2071-1050/16/1/239

http://yunyanjiao.com.cn/video/mtcc/IMLA18.pdf#page=11

https://jssm.umt.edu.my/wp-content/uploads/sites/51/2020/10/12-_15.6.pdf

https://pmc.ncbi.nlm.nih.gov/articles/PMC8874306/

https://www.mdpi.com/2071-1050/15/10/8092

https://figshare.utas.edu.au/articles/journal_contribution/

Training_seafarers_for_tomorrow_The_need_for_a_paradigm_shift_in_admission

_policies/22924484/1

https://hrcak.srce.hr/clanak/360697

Page | 22