OVERCOMING CHALLENGES IN MARITIME ONBOARD TRAINING:

ENHANCING SKILLS AND PREPAREDNESS FOR FUTURE

SEAFARERS

A Research Proposal Presented to the

Faculty of the College of Maritime Education
Misamis Institute of Technology
Ozamis City

In Partial Fulfillment
of the Requirements for the Course
Maritime Research

Gapol Jr., Jeserio D.

Magalso, James Jason E.

Sambiog, Noe C.

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 May 2025
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outdated teaching methods, and limited access to modern equipment are common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

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contribute to the improvement of maritime 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.

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 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

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aims to suggest practical 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.

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 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

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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).

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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.

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 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].

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 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 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

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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 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

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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 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

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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.

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

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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).

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

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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 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

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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

ocean-going merchant vessels, also known as Maritime

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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.

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 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

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experiences affect their skill development and readiness for a

career at sea.

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.

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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.

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.

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 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.
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

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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.

The data will be analyzed by first reading all responses for

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:

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 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.

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