Bridging Equity and Ecology: Maritime Vocational Education for Social Justice and Environmental Sustainability
Abstract
This research investigates the transformative potential of maritime vocational education to simultaneously advance social justice and environmental sustainability through innovative pedagogical practices. Using qualitative descriptive methodology, the study examines perspectives from thirty participants including twelve maritime industry professionals, eighteen recent graduates, and five educators across maritime institutions. The research addresses critical gaps in current educational approaches that inadequately prepare maritime professionals for contemporary environmental stewardship and social responsibility challenges. Data collection employed semi-structured interviews, focus group discussions, and document analysis to explore equity barriers, sustainability integration, and transformative learning possibilities. Findings reveal moderate performance in both equity access (3.0/5.0) and sustainability integration (3.1/5.0), indicating significant improvement potential while demonstrating existing foundations for transformation. Three primary themes emerged: structural barriers limiting equitable participation, environmental sustainability as a catalyst for social justice, and the transformative potential of community-engaged learning approaches. The research demonstrates that community-based pedagogical innovations can effectively address multiple educational goals simultaneously, validating diverse maritime knowledge while connecting formal education with real-world environmental challenges. Results provide practical frameworks for institutional transformation that prepare graduates as agents of positive industry change while serving coastal communities. The study contributes theoretical understanding of integrated justice-sustainability approaches in technical education and offers concrete strategies for maritime institutions seeking to enhance both equity and environmental outcomes without compromising technical excellence.
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