Integrating Financial Literacy, Sustainability, and Industry Collaboration in Curriculum Development (Enhancing Maritime Education)
Keywords:
maritime education, curriculum development, financial literacy, sustainability, industry collaboration
Abstract
This research investigates the effectiveness of maritime education in addressing the evolving needs of the maritime industry, with a particular focus on shipping management, maritime business, financial literacy, and sustainability. The study employs qualitative methods, including semi-structured interviews with maritime professionals, educators, and graduates, to assess the alignment of current curricula with industry requirements. Results indicate that while maritime education provides a solid technical foundation, it falls short in integrating modern financial practices and sustainability principles. Stakeholder collaboration between industry professionals, educators, and students was found to be valuable but underdeveloped, highlighting the need for more structured partnerships. With an overall score of 9/10 across all indicators, the research suggests that incorporating financial decision-making and sustainability into the curriculum is essential for preparing graduates for future industry challenges. The study emphasizes the importance of adapting maritime education to equip students with the skills necessary to thrive in an increasingly complex and environmentally-conscious global maritime sector.
References
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[5] F. Carpena, S. Cole, J. Shapiro, and B. Zia, “The ABCs of financial education: Experimental evidence on attitudes, behavior, and cognitive biases,” Manage. Sci., vol. 65, no. 1, pp. 346–369, 2019.
[6] N. Al Rahahleh, M. Ishaq Bhatti, and F. Najuna Misman, “Developments in risk management in Islamic finance: A review,” J. Risk Financ. Manag., vol. 12, no. 1, p. 37, 2019.
[7] M. Plaza-Hernández, A. B. Gil-González, S. Rodríguez-González, J. Prieto-Tejedor, and J. M. Corchado-Rodríguez, “Integration of IoT technologies in the maritime industry,” in Distributed Computing and Artificial Intelligence, Special Sessions, 17th International Conference, 2021, pp. 107–115.
[8] Z. H. Munim, M. Dushenko, V. J. Jimenez, M. H. Shakil, and M. Imset, “Big data and artificial intelligence in the maritime industry: a bibliometric review and future research directions,” Marit. Policy Manag., vol. 47, no. 5, pp. 577–597, 2020.
[9] M. J. Guitton, “Online maritime health information: an overview of the situation,” Int. Marit. Health, vol. 66, no. 3, pp. 139–144, 2015.
[10] R. E. Balcita and T. D. Palaoag, “Augmented reality model framework for maritime education to alleviate the factors affecting learning experience,” Int. J. Inf. Educ. Technol., vol. 10, no. 8, pp. 603–607, 2020.
[11] A. Joseph and D. Dalaklis, “The international convention for the safety of life at sea: highlighting interrelations of measures towards effective risk mitigation,” J. Int. Marit. Safety, Environ. Aff. Shipp., vol. 5, no. 1, pp. 1–11, 2021.
[12] C. Chirea-Ungureanu, “Preparing for an unknown future. Autonomous ships versus position of the Maritime English/IMO Standard Marine Communication Phrases (ME/IMO SMCPs) in maritime practice. How are we going to solve this problem?,” TransNav Int. J. Mar. Navig. Saf. Sea Transp., vol. 15, 2021.
[13] R. Kidd and E. McCarthy, “Maritime education in the age of autonomy,” WIT Trans. Built Environ., vol. 187, pp. 221–230, 2019.
[14] T. G. Toriia, A. I. Epikhin, S. V Panchenko, and M. A. Modina, “Modern educational trends in the maritime industry,” in SHS Web of Conferences, 2023, vol. 164, p. 60.
[15] H. P. Berg, “Human factors and safety culture in maritime safety,” Mar. Navig. Saf. Sea Transp. STCW, Marit. Educ. Train. (MET), Hum. Resour. Crew Manning, Marit. Policy, Logist. Econ. Matters, vol. 107, pp. 107–115, 2013.
[16] D. House and F. Saeed, The seamanship examiner: for STCW certification examinations. Taylor & Francis, 2016.
[17] Y. Darlington and D. Scott, Qualitative research in practice: Stories from the field. Routledge, 2020.
[18] D. K. Padgett, Qualitative methods in social work research, vol. 36. Sage publications, 2016.
[19] V. Sinani and B. Ristevski, “Data Mining and Big Data Analytics Using Accelerate Data,” 2023.
[20] L. Da Xu and L. Duan, “Big data for cyber physical systems in industry 4.0: a survey,” Enterp. Inf. Syst., vol. 13, no. 2, pp. 148–169, 2019.
[21] M. Oldenburg, X. Baur, and C. Schlaich, “Occupational Risks and Challenges of Seafaring,” J. Occup. Health, vol. 52, no. 5, pp. 249–256, Sep. 2010, doi: 10.1539/joh.K10004.
[22] J.-K. Kim and S.-H. Park, “A Study on Improvement of Maritime Education by Aging Seamen,” J. Korean Soc. Mar. Environ. Saf., vol. 25, no. 7, pp. 874–880, 2019.
[23] N. Garg and S. Singh, “Financial literacy among youth,” Int. J. Soc. Econ., vol. 45, no. 1, pp. 173–186, 2018.
[24] A. Amagir, W. Groot, H. Maassen van den Brink, and A. Wilschut, “A review of financial-literacy education programs for children and adolescents,” Citizenship, Soc. Econ. Educ., vol. 17, no. 1, pp. 56–80, 2018.
[25] K. Bergheim, M. B. Nielsen, K. Mearns, and J. Eid, “The relationship between psychological capital, job satisfaction, and safety perceptions in the maritime industry,” Saf. Sci., vol. 74, pp. 27–36, 2015.
[26] I. de la Peña Zarzuelo, M. J. F. Soeane, and B. L. Bermúdez, “Industry 4.0 in the port and maritime industry: A literature review,” J. Ind. Inf. Integr., vol. 20, p. 100173, 2020.
[27] O. A. Bankole, V. V. M. Lalitha, H. U. Khan, and A. Jinugu, “Information technology in the maritime industry past, present and future: focus on lng carriers,” in 2017 IEEE 7th International Advance Computing Conference (IACC), 2017, pp. 759–763.
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