OBSERVARE

Universidade Autónoma de Lisboa

e-ISSN: 1647-7251

VOL. 16, Nº. 2

November 2025-April 2026

INTEGRATING INTERNATIONAL RELATIONS INTO MARITIME VOCATIONAL

EDUCATION: ENHANCING GLOBAL COMPETENCE IN THE INDUSTRY

MARUDUT BERNADTUA SIMANJUNTAK

bernadmarudut@gmail.com

He holds Doctoral degree, Moriah Seminary College and takes his second doctoral study in

Applied Linguistics in State University of Jakarta (Indonesia). His Major is in literacy and

education. His fields of interest include international relations, maritime studies and industries,

foreighn policy and cultural studies.

Abstract

As the global maritime industry faces increasing complexities due to geopolitical shifts,

economic dynamics, sustainability challenges, and digital transformations, maritime

vocational education must adapt to prepare professionals for these evolving demands. This

analysis was carried out to explore how international relations (IR) perspectives, which

encompass political, economic, social, cultural, and environmental factors, are integrated into

maritime education programs. Previous research has highlighted the need for such integration

but has also identified gaps in the practical application and systematic incorporation of global

perspectives into curricula. The objective of this study was to assess the current state of IR

integration in maritime education, focusing on how it influences curriculum design,

professional competencies, and global collaboration. The research sought to answer how

maritime education can better prepare students for the globalized maritime industry through

a multidimensional approach to international relations. Using qualitative methods, including

interviews with maritime professionals, educators, and graduates, this study examined the

experiences and perspectives of stakeholders in maritime education. The results revealed that

while there is some recognition of the importance of global perspectives, their integration

remains fragmented, with significant gaps in digitalization, sustainability, and international

collaboration. The findings underscore the need for stronger global partnerships, practical

training opportunities, and curriculum reform to better align educational outcomes with

industry needs. This research contributes to a deeper understanding of how maritime

education can evolve to meet the challenges of a rapidly globalizing and technologically

advancing maritime sector.

Keywords

International Relations, Maritime Education, Vocational Training, Global Competence,

Sustainability.

Resumo

À medida que a indústria marítima global enfrenta complexidades crescentes devido a

mudanças geopolíticas, dinâmicas económicas, desafios de sustentabilidade e transformações

digitais, a educação profissional marítima deve adaptar-se para preparar profissionais para

essas demandas em evolução. Esta análise foi realizada para explorar como as perspetivas

das relações internacionais (RI), que abrangem fatores políticos, económicos, sociais,

culturais e ambientais, são integradas nos programas de educação marítima. Pesquisas

anteriores destacaram a necessidade dessa integração, mas também identificaram lacunas

na aplicação prática e na incorporação sistemática de perspetivas globais nos currículos. O

JANUS.NET, e-journal of International Relations

e-ISSN: 1647-7251

VOL. 16, Nº. 2

November 2025-April 2026, pp. 57-76

Integrating International Relations into Maritime Vocational Education: Enhancing Global

Competence in the Industry

Marudut Bernadtua Simanjuntak

objetivo deste estudo foi avaliar o estado atual da integração das RI na educação marítima,

com foco em como isso influencia a elaboração do currículo, as competências profissionais e

a colaboração global. A investigação procurou responder como a educação marítima pode

preparar melhor os estudantes para a indústria marítima globalizada através de uma

abordagem multidimensional das relações internacionais. Utilizando métodos qualitativos,

incluindo entrevistas com profissionais marítimos, educadores e graduados, este estudo

examinou as experiências e perspetivas das partes interessadas na educação marítima. Os

resultados revelaram que, embora haja algum reconhecimento da importância das

perspetivas globais, a sua integração permanece fragmentada, com lacunas significativas na

digitalização, sustentabilidade e colaboração internacional. Os resultados sublinham a

necessidade de parcerias globais mais fortes, oportunidades de formação prática e reforma

curricular para melhor alinhar os resultados educativos com as necessidades da indústria.

Esta investigação contribui para uma compreensão mais aprofundada de como a educação

marítima pode evoluir para enfrentar os desafios de um setor marítimo em rápida globalização

e avanço tecnológico.

Palavras-chave

Relações Internacionais, Educação Marítima, Formação Profissional, Competência Global,

Sustentabilidade.

How to cite this article

Simanjuntak, Marudut Bernadtua (2025). Integrating International Relations into Maritime

Vocational Education: Enhancing Global Competence in the Industry. Janus.net, e-journal of

international relations. VOL. 16, Nº. 2, November 2025-April 2026, pp. 57-76. DOI

https://doi.org/10.26619/1647-7251.16.2.4

Article submitted on 05th December 2024 and accepted for publication on 5th September

2025.

JANUS.NET, e-journal of International Relations

e-ISSN: 1647-7251

VOL. 16, Nº. 2

November 2025-April 2026, pp. 57-76

Integrating International Relations into Maritime Vocational Education: Enhancing Global

Competence in the Industry

Marudut Bernadtua Simanjuntak

INTEGRATING INTERNATIONAL RELATIONS INTO MARITIME

VOCATIONAL EDUCATION: ENHANCING GLOBAL

COMPETENCE IN THE INDUSTRY

MARUDUT BERNADTUA SIMANJUNTAK

Introduction

The maritime industry plays an integral role in the global economy, serving as the primary

avenue for the transportation of goods and raw materials across international waters. It

is a multifaceted sector, deeply influenced by political, economic, strategic, social, and

environmental factors (Pu & Lam, 2021; Toriia et al., 2023; Zaderei, 2020). As the

industry continues to evolve, driven by globalization, digital advancements, and an

increasing demand for sustainability, the workforce must adapt to meet these emerging

challenges. The complexity of the maritime sector, along with the rapid pace of

technological change and the growing emphasis on sustainable practices, requires an

overhaul of how maritime professionals are trained. Traditional maritime education has

long focused on technical skills, such as navigation, engineering, and port management,

which, while crucial, no longer suffice in preparing professionals to navigate the

interconnected and evolving global landscape. Today, maritime professionals must

possess not only technical expertise but also an understanding of the political and

economic forces that influence international shipping routes, trade agreements, and

maritime regulations (Tvedt et al., 2018; Zavalniuk et al., 2021). They must be equipped

with the skills to engage with diverse cultures, manage sustainable practices, and

leverage emerging technologies. As such, there is a growing need for a more integrated

and multidimensional approach to maritime education, one that incorporates

international relations perspectives into the curriculum. This approach would not only

enhance the technical competencies of maritime professionals but also prepare them for

the challenges posed by globalization, environmental concerns, and technological

innovation.

This research explores how international relations, with its focus on political, economic,

strategic, social, and environmental dimensions, can be incorporated into maritime

vocational education. It focuses on the importance of integrating these perspectives to

enhance the quality and relevance of training programs for the maritime sector,

particularly in an era marked by rapid digitalization and increasing calls for sustainability.

While existing literature often addresses the technical and regulatory aspects of maritime

education, there is a significant gap in understanding how broader, interdisciplinary

approaches can be effectively incorporated into vocational curricula. The aim of this

research is to fill this gap by examining how such integration can be achieved and what

impact it may have on the preparedness of future maritime professionals.

JANUS.NET, e-journal of International Relations

e-ISSN: 1647-7251

VOL. 16, Nº. 2

November 2025-April 2026, pp. 57-76

Integrating International Relations into Maritime Vocational Education: Enhancing Global

Competence in the Industry

Marudut Bernadtua Simanjuntak

The research will draw on the perspectives of maritime professionals, educators, and

graduates, seeking to understand how international relations and other multidisciplinary

perspectives can contribute to the development of more comprehensive and effective

vocational training programs. By examining the intersection of international relations,

digitalization, and sustainability within the maritime education system, this study aims

to provide actionable insights into how maritime curricula can be restructured to address

the needs of a rapidly changing global industry. Ultimately, this research seeks to offer

a framework for reimagining maritime vocational education, ensuring that students are

equipped not only with the technical expertise required for the industry but also with the

broader knowledge and skills needed to navigate the complex and interconnected world

in which they will operate.

Through this exploration, the research will examine how vocational education can foster

a more holistic approach to the training of maritime professionals, integrating knowledge

from diverse fields and addressing the challenges posed by globalization, environmental

sustainability, and digitalization. This study is motivated by the belief that the maritime

industry of the future will require professionals who can think critically across multiple

dimensions and who are prepared to work in a global, dynamic, and sustainable maritime

environment. The research will thus contribute to the development of maritime

education, ensuring that future professionals are not only equipped to meet the demands

of the industry but are also prepared to lead the sector towards a more sustainable and

interconnected future. In light of these considerations, the primary research focus of this

study will be on exploring how international relations, as a comprehensive and

interdisciplinary field, can be used to enrich maritime vocational education and training.

The aim is to create a framework that addresses the multifaceted challenges of the

maritime sector while fostering the development of future professionals who possess the

skills, knowledge, and competencies required to navigate the rapidly changing global

landscape.

Literature Review

The evolution of maritime education has increasingly become a focal point in discussions

on the future of the global maritime industry. As the industry grapples with numerous

challenges related to globalization, digitalization, sustainability, and international

relations, the need for a more holistic, multidimensional approach to maritime education

is becoming ever more apparent (Baylon & Santos, 2011; Chen et al., 2017; Lau & Ng,

2015). This literature review critically examines existing research on maritime education,

focusing on the integration of international relations (IR) approaches, the role of

digitalization and sustainability, and the competencies required for future maritime

professionals. The review also identifies key gaps in the current knowledge and discusses

the theoretical framework that will guide this research.

The Need for a Multidimensional Approach to Maritime Education

The traditional framework of maritime education has long been centered on the

development of technical skills, including navigation, marine engineering, and port

JANUS.NET, e-journal of International Relations

e-ISSN: 1647-7251

VOL. 16, Nº. 2

November 2025-April 2026, pp. 57-76

Integrating International Relations into Maritime Vocational Education: Enhancing Global

Competence in the Industry

Marudut Bernadtua Simanjuntak

operations. While these areas of expertise are undeniably crucial, they no longer suffice

in preparing maritime professionals to navigate the increasingly complex globalized

environment. Researchers and educators alike have increasingly called for the integration

of broader interdisciplinary perspectives into maritime education (Albayrak & Ziarati,

2012; Kim & Park, 2019; Lau & Ng, 2015). International relations approaches, in

particular, are gaining attention for their potential to enrich the curriculum and prepare

students to better understand the political, economic, social, cultural, and environmental

dimensions that affect the maritime industry. However, the inclusion of these

perspectives within maritime training programs remains limited.

The literature on this subject reveals a growing recognition of the importance of

incorporating international relations into maritime education. For example, scholars have

argued that a comprehensive understanding of international trade agreements,

geopolitical tensions, and environmental policies is essential for professionals working in

maritime sectors such as shipping, logistics, and port management. The interplay

between political factors, such as trade policies and maritime security, and economic

factors, including global supply chains and financial regulations, significantly impacts the

operations of maritime companies. Furthermore, social and cultural dimensions, including

issues of labor migration, seafarer welfare, and cross-cultural communication, play an

increasingly important role in the management and operation of maritime industries

(Pallis, 2017). Despite this recognition, however, the integration of international relations

into maritime curricula is still in its infancy.

In the context of maritime vocational education, there exists a critical gap in the literature

regarding how IR approaches can be effectively woven into the fabric of the curriculum.

While some studies have examined the role of IR in higher education for maritime

professionals, the focus remains largely on theoretical frameworks rather than practical

applications in vocational training. This presents a significant gap in research, as

vocational education has distinct needs that are often overlooked in academic studies,

particularly those centered on advanced degrees or professional training (Collier, 2015;

Martin, 2015; Wu et al., 2017). Thus, there is an urgent need to bridge this gap by

developing curricula that not only emphasize technical skills but also foster a deeper

understanding of international relations and global maritime issues.

Digitalization and the Future of Maritime Education

In recent years, digitalization has emerged as one of the most transformative forces

within the maritime industry. The adoption of advanced technologies such as automation,

artificial intelligence, blockchain, and the Internet of Things (IoT) has fundamentally

altered how maritime operations are conducted (Laghari et al., 2021; Plaza-Hernández

et al., 2021; Roesler et al., 2020). From autonomous vessels to smart ports and supply

chain management systems, digital technologies are revolutionizing the efficiency,

safety, and sustainability of maritime operations. Consequently, the need for maritime

education to adapt to these technological changes is more pressing than ever.

A considerable body of literature discusses the impact of digitalization on the maritime

industry, particularly in terms of how it affects operational processes, decision-making,

and the management of resources. Many studies have focused on the technical training

JANUS.NET, e-journal of International Relations

e-ISSN: 1647-7251

VOL. 16, Nº. 2

November 2025-April 2026, pp. 57-76

Integrating International Relations into Maritime Vocational Education: Enhancing Global

Competence in the Industry

Marudut Bernadtua Simanjuntak

required to operate and maintain these advanced systems, but fewer have explored how

digital literacy and digital competencies should be integrated into maritime education.

The digital divide, which separates countries, regions, and institutions with varying levels

of access to digital technologies, further complicates the issue. While some maritime

institutions are quick to adopt digital tools, a few others, particularly in developing

countries, still lack the infrastructure and resources to implement these changes

effectively. Moreover, the existing research on the impact of digitalization on maritime

education often focuses on specific technical skills, such as proficiency in using new

software or understanding the principles behind autonomous ships. What is less

discussed is the broader pedagogical shift required to integrate digitalization into

maritime curricula. Digital tools offer not only a new method of teaching but also a new

mode of engaging with the world’s increasingly digitalized maritime industry (Gavalas et

al., 2022; Plaza-Hernández et al., 2021; Toriia et al., 2023). In this context, the literature

reveals a gap in research on how digitalization can be used not only for technical training

but also to enhance students’ critical thinking, problem-solving, and communication

skills, which are essential for navigating the complexities of global maritime operations.

Furthermore, the intersection between digitalization and sustainability remains

underexplored in the literature. While there is substantial research on the environmental

impact of maritime operations, especially with regard to reducing carbon emissions and

improving energy efficiency, there is a lack of comprehensive studies that address how

digital tools can facilitate sustainable practices in the maritime industry. Digitalization

offers potential solutions to many sustainability challenges in the maritime sector, such

as optimizing fuel consumption, reducing waste, and improving resource management.

Yet, there is little emphasis on how to teach these concepts within vocational training

programs, particularly at the level where hands-on practical training is the norm.

Sustainability and Maritime Education

Sustainability has become a central issue in many industries, and the maritime sector is

no exception. Given the environmental challenges posed by shipping emissions, waste

management, and resource depletion, maritime professionals must be equipped with the

knowledge and skills necessary to address these concerns. While much of the

sustainability discourse in maritime education has focused on policy-level changes,

regulatory compliance, and environmental management, less attention has been given

to the pedagogical approaches needed to teach sustainability at the vocational level.

Existing research underscores the importance of embedding sustainability into maritime

training programs to ensure that the next generation of maritime professionals is

equipped to meet the sector's environmental challenges (Christodoulou-Varotsi &

Pentsov, 2008; House & Saeed, 2016; Young, 1995). However, there is a significant gap

in understanding how sustainability can be integrated into vocational education

effectively. Many studies focus on technical solutions to sustainability challenges—such

as the development of alternative fuels, emission control technologies, and green ship

designs—without considering the broader educational implications. What is needed is a

framework that connects these technical aspects with a more holistic understanding of

sustainability, including environmental, economic, and social dimensions. This will require

JANUS.NET, e-journal of International Relations

e-ISSN: 1647-7251

VOL. 16, Nº. 2

November 2025-April 2026, pp. 57-76

Integrating International Relations into Maritime Vocational Education: Enhancing Global

Competence in the Industry

Marudut Bernadtua Simanjuntak

a shift from teaching sustainability as a standalone subject to embedding it across various

aspects of maritime education, including logistics, navigation, and marine engineering.

Furthermore, there is a lack of research on how sustainability can be taught in a way that

encourages critical thinking and problem-solving among students. Many current

educational practices in the maritime sector rely heavily on rote learning and technical

instruction, which may not be sufficient for fostering the deeper understanding required

to tackle sustainability challenges. Research is needed to explore innovative teaching

methods that promote active learning, encourage the application of sustainability

principles to real-world scenarios, and enable students to understand the broader socio-

economic implications of their decisions in the maritime sector.

Identifying Gaps in Current Knowledge

While significant strides have been made in examining the impact of digitalization and

sustainability on the maritime industry, the integration of international relations

perspectives into maritime education remains underexplored. The majority of existing

research tends to focus on technical, operational, and regulatory aspects of the industry,

with little attention paid to the broader geopolitical, economic, and social factors that

shape maritime operations. This is particularly concerning given the increasing

interconnectedness of global markets and the growing complexity of international trade

and shipping (Comtois & Slack, 2017; Paulica et al., 2013; Toriia et al., 2023). By

focusing primarily on technical skills, maritime vocational education may fail to prepare

students for the multi-dimensional challenges they will face in the real world. Moreover,

the intersection between digitalization, sustainability, and international relations in

maritime education has not been adequately addressed. The integration of these themes

presents an opportunity to create a more holistic, interdisciplinary curriculum that reflects

the complexities of the modern maritime industry. There is a need for research that

examines how vocational training programs can be designed to foster a deeper

understanding of these interconnected issues, equipping students with the skills and

knowledge required to navigate the global maritime landscape.

Theoretical Framework

This research is guided by a multidimensional framework that integrates theories from

international relations, sustainability, and digitalization. The theoretical lens of

international relations will help to contextualize the global factors that impact the

maritime industry, emphasizing the interconnectedness of political, economic, and

cultural factors. The theory of sustainability education will inform the research on how

sustainability can be embedded into vocational training programs, while the theory of

digital literacy will guide the exploration of how digital technologies can be used to

enhance both technical and non-technical competencies. This framework will provide a

comprehensive approach to understanding how vocational education in the maritime

sector can be restructured to address the challenges of the 21st century.

JANUS.NET, e-journal of International Relations

e-ISSN: 1647-7251

VOL. 16, Nº. 2

November 2025-April 2026, pp. 57-76

Integrating International Relations into Maritime Vocational Education: Enhancing Global

Competence in the Industry

Marudut Bernadtua Simanjuntak

Method

This research adopts a qualitative research design, which is particularly suited to

exploring complex, multifaceted phenomena within real-world contexts (Katz, 2015;

Merriam & Grenier, 2019; Saldana, 2014). Given the study's aim to understand the

experiences and perspectives of maritime professionals, educators, and graduates

concerning the integration of international relations (IR) perspectives into maritime

vocational education, a qualitative approach allows for a deeper, more nuanced

understanding of the subject matter. Qualitative research is ideal for capturing the

richness of individual experiences, interpreting social contexts, and exploring how people

make sense of their roles and challenges within the maritime sector, particularly in the

intersection of education, international relations, and industry practices. The data

collection method chosen for this research is semi-structured interviews (Ploum et al.,

2017; Ware, 2017). Semi-structured interviews are particularly effective in gathering in-

depth, context-specific information, as they offer flexibility while maintaining a focus on

key themes. The semi-structured format enables the researcher to ask pre-determined

questions, but also to probe further based on the responses of the participants. This

dynamic approach ensures that the participants have the opportunity to express their

views fully, while allowing for the exploration of unexpected insights that may arise

during the interview process.

The research participants consist of three distinct groups: maritime professionals,

educators, and graduates. The maritime professionals include entrepreneurs, officers,

and managers working within the port and shipping industries, as well as those who

engage with international relations issues from a multi-dimensional viewpoint. These

professionals bring practical insights into the challenges and opportunities they face when

integrating political, economic, strategic, social, cultural, and environmental perspectives

into their work. Their perspectives are vital in understanding how international relations

influences decision-making within the maritime industry, particularly in the context of

global trade, maritime policy, and the management of ports and shipping companies.

The second group of participants includes three lecturers who have expertise in maritime

science and vocational training programs for seafarers. These educators not only possess

deep knowledge in their respective fields but also have experience in integrating

interdisciplinary approaches, such as international relations, into their teaching and

research. Their perspectives provide valuable insights into how current educational

practices address (or fail to address) the broader geopolitical, economic, and

environmental issues shaping the maritime sector. Additionally, they can offer reflections

on the challenges and opportunities involved in incorporating international relations into

the curriculum, especially in vocational education settings.

The third group comprises four graduates who have applied their skills and knowledge in

international port offices, global maritime companies, and other maritime-related

industries. Their experiences in the industry provide a real-world perspective on how well

their vocational education has prepared them for the challenges of the maritime industry,

particularly in dealing with global issues and the interplay between various international

relations dimensions. These graduates offer a unique viewpoint on the effectiveness of

maritime education in preparing professionals to engage with the multifaceted issues

confronting the maritime sector today.

JANUS.NET, e-journal of International Relations

e-ISSN: 1647-7251

VOL. 16, Nº. 2

November 2025-April 2026, pp. 57-76

Integrating International Relations into Maritime Vocational Education: Enhancing Global

Competence in the Industry

Marudut Bernadtua Simanjuntak

Each participant group will be interviewed individually to gather detailed and personal

accounts of their experiences. The interviews will be conducted in person or through

virtual platforms, depending on the availability and preferences of the participants

(Creswell & Clark, 2011; Padgett, 2016; Weinsheimer, 1985; Weisberg, 2016). The

questions will focus on the participants' perspectives on the importance of international

relations in the maritime industry, the integration of these perspectives into vocational

education, the role of sustainability and digitalization, and their views on the future of

maritime education. The interviews will be recorded (with participants' consent) and

transcribed verbatim for analysis.

Data analysis will be conducted using thematic analysis, a widely used technique in

qualitative research. Thematic analysis involves identifying, analyzing, and reporting

patterns (or themes) within the data. It is particularly effective for interpreting complex

data and drawing out meanings from participants' responses. The process of thematic

analysis will involve several steps: familiarization with the data, coding the data,

generating themes, reviewing and refining the themes, and interpreting the findings.

Thematic analysis allows for flexibility in analyzing both explicit and implicit meanings

within the interviews, providing a rich and detailed understanding of the participants'

perspectives.

A key advantage of thematic analysis is its ability to provide insights into the underlying

attitudes, beliefs, and values that shape participants' experiences. In this research,

thematic analysis will help identify key themes related to the integration of international

relations in maritime vocational education, such as the importance of understanding

global trade dynamics, the challenges of incorporating sustainability into training, and

the role of digital technologies in shaping the future of maritime education. The analysis

will also help to identify gaps in current educational practices and highlight areas where

improvements are needed.

The rationale for using qualitative research and semi-structured interviews lies in the

research's aim to explore subjective experiences and insights. This method allows for the

capture of diverse perspectives from professionals, educators, and graduates, offering a

comprehensive view of how international relations and other interdisciplinary approaches

can be integrated into maritime vocational education. Additionally, qualitative methods

provide the flexibility needed to adapt to the unique contexts and experiences of each

participant, enabling the research to uncover rich, contextually grounded findings.

The chosen research method—qualitative research using semi-structured interviews and

thematic analysis—provides the depth, flexibility, and contextual relevance needed to

explore the integration of international relations in maritime vocational education. This

approach is well-suited to capturing the nuanced perspectives of maritime professionals,

educators, and graduates, enabling a comprehensive understanding of the challenges,

opportunities, and potential solutions for enhancing maritime education in the face of

global, technological, and environmental changes. The findings from this research will

contribute valuable insights into how vocational training can evolve to meet the demands

of the global maritime industry.

JANUS.NET, e-journal of International Relations

e-ISSN: 1647-7251

VOL. 16, Nº. 2

November 2025-April 2026, pp. 57-76

Integrating International Relations into Maritime Vocational Education: Enhancing Global

Competence in the Industry

Marudut Bernadtua Simanjuntak

Results

This section presents the findings derived from the qualitative data analysis conducted

on the perspectives and experiences of maritime professionals, educators, and

graduates. The data analysis is organized according to the key indicators, which are

based on the integration of international relations approaches in maritime vocational

education. These indicators are used to evaluate the effectiveness, efficiency, and

productivity of international and global collaboration within maritime education and

training. The analysis utilizes a scoring system, and the results are visualized through

tables and descriptive interpretation.

Overview of the Indicators and Scoring

The research focused on five primary indicators that reflect the effectiveness of

integrating international relations perspectives into maritime education and training.

These indicators are as follows:

1. International Relations Integration in Curriculum: The extent to which international

relations theories and practices are embedded in maritime training curricula.

2. Global and Regional Collaboration in Maritime Education: The effectiveness of

partnerships between maritime educational institutions, international bodies, and the

industry.

3. Digitalization and Technological Innovation in Maritime Education: The degree to

which digital tools, platforms, and technologies are used to enhance maritime

education and collaboration.

4. Sustainability and Environmental Awareness in Maritime Training: The focus on

sustainability practices and environmental consciousness within the maritime

curriculum.

5. Practical Application of Learning in Global Maritime Industry: The effectiveness of the

vocational education in preparing graduates for real-world challenges in global

maritime industries.

Each of these indicators is assessed on a scale of 1 to 10, where 1 represents the lowest

level of effectiveness and 10 represents the highest level of effectiveness. The overall

score for each indicator was determined by analyzing the responses from maritime

professionals, educators, and graduates.

Indicator 1: International Relations Integration in Curriculum

The integration of international relations perspectives into the maritime curriculum was

evaluated based on the responses of educators and maritime professionals who were

interviewed. The results show that while there is an awareness of the need to incorporate

international relations into maritime education, the integration is still in its early stages.

a. Educators' Perspectives: Three educators mentioned that while international

relations is occasionally discussed in certain modules, such as in global trade and

JANUS.NET, e-journal of International Relations

e-ISSN: 1647-7251

VOL. 16, Nº. 2

November 2025-April 2026, pp. 57-76

Integrating International Relations into Maritime Vocational Education: Enhancing Global

Competence in the Industry

Marudut Bernadtua Simanjuntak

maritime policy courses, it is not consistently incorporated across all courses. The

integration often depends on the individual instructor’s expertise and willingness to

include global political, economic, and environmental factors.

b. Maritime Professionals' Perspectives: Professionals working in international shipping

and port management indicated that understanding international relations is crucial

to navigating global trade, regulations, and maritime security. However, they

expressed concern that the curriculum does not adequately prepare students for the

dynamic political and economic realities of global maritime operations.

Table 1. Scoring for International Relations Integration in Curriculum

Indicator

Educators'

Responses (1-

10)

Maritime Professionals'

Responses (1-10)

Average

Score

International Relations

Integration in Curriculum

6/10

7/10

6.5/10

The scoring of 6.5/10 reflects a recognition of the need for greater integration of

international relations into the curriculum but also highlights the gaps that exist. This

suggests a moderate level of effectiveness in the current integration, with room for

improvement in terms of consistency across programs and courses.

Indicator 2: Global and Regional Collaboration in Maritime Education

The second indicator assessed the level of collaboration between maritime educational

institutions, international organizations, and the global maritime industry. Respondents

pointed to both positive developments and significant challenges in this area.

a. Educators' Perspectives: Several educators mentioned that their institutions have

partnerships with international maritime organizations and universities. However,

these collaborations are often limited to specific research projects or short-term

exchanges rather than long-term, structured partnerships. Many educators also

pointed out that while regional collaborations are growing, global partnerships

remain limited due to logistical, financial, and political barriers.

b. Maritime Professionals' Perspectives: Maritime professionals involved in shipping and

port management indicated that global collaboration in the sector has significantly

enhanced operational efficiency and sustainability. They pointed out that

partnerships with international bodies such as the International Maritime

Organization (IMO) and regional port authorities have helped improve industry

standards, but there is still a need for greater collaboration in educational initiatives.

JANUS.NET, e-journal of International Relations

e-ISSN: 1647-7251

VOL. 16, Nº. 2

November 2025-April 2026, pp. 57-76

Integrating International Relations into Maritime Vocational Education: Enhancing Global

Competence in the Industry

Marudut Bernadtua Simanjuntak

Table 2. Scoring for Global and Regional Collaboration in Maritime Education

Indicator

Educators'

Responses (1-

10)

Maritime Professionals'

Responses (1-10)

Average

Score

Global and Regional

Collaboration in Maritime

Education

6/10

8/10

7/10

The average score of 7/10 reflects a more positive outlook on the role of collaboration,

particularly from maritime professionals who directly benefit from these partnerships.

Educators, however, identified challenges in extending these collaborations to the

broader educational structure. Therefore, while collaboration exists, it is not as

widespread or impactful as it could be.

Indicator 3: Digitalization and Technological Innovation in Maritime

Education

The integration of digital tools and technologies into maritime education was a key focus,

as digitalization plays an increasingly important role in both the operation of the maritime

industry and its training programs.

a. Educators' Perspectives: Many educators highlighted the increasing use of simulation

software, online platforms, and digital resources to teach maritime students. However,

some noted that while digitalization is present, it is often used in isolated pockets and

is not fully integrated into the broader curriculum. There is also a significant gap in

the availability of advanced digital tools in less-developed maritime education

institutions.

b. Maritime Professionals' Perspectives: Professionals in the field emphasized that

digitalization has transformed the maritime industry, from navigation technologies and

automated systems to digital platforms for managing supply chains. They

acknowledged that while maritime education has made progress, there is still a

significant gap in training students to handle advanced technologies such as

autonomous vessels, blockchain, and artificial intelligence in maritime logistics.

Table 3. Scoring for Digitalization and Technological Innovation in Maritime Education

Indicator

Educators'

Responses (1-

10)

Maritime

Professionals'

Responses (1-10)

Average

Score

Digitalization and

Technological Innovation in

Maritime Education

6/10

7/10

6.5/10

The average score of 6.5/10 reveals that digitalization is a growing trend in maritime

education but is still far from being fully integrated into all aspects of training. There is a

recognition that while technology is critical for the future of maritime operations,

JANUS.NET, e-journal of International Relations

e-ISSN: 1647-7251

VOL. 16, Nº. 2

November 2025-April 2026, pp. 57-76

Integrating International Relations into Maritime Vocational Education: Enhancing Global

Competence in the Industry

Marudut Bernadtua Simanjuntak

educational institutions are not fully equipped to provide students with the skills needed

to handle the most advanced digital technologies in the sector.

Indicator 4: Sustainability and Environmental Awareness in Maritime

Training

Sustainability and environmental awareness are increasingly important in the maritime

sector, particularly as the industry faces mounting pressure to reduce its environmental

footprint.

a. Educators' Perspectives: Educators reported that sustainability is gradually being

incorporated into maritime curricula, especially in the context of environmental

regulations and the need for green technologies in shipping. However, many

respondents noted that sustainability is often treated as an isolated topic rather than

being integrated across the entire curriculum. There is also a tendency to focus on

compliance with international regulations rather than fostering a deeper

understanding of sustainable practices.

b. Maritime Professionals' Perspectives: Maritime professionals emphasized that

sustainability is a top priority for the industry, especially in light of stricter

environmental regulations and the push for carbon-neutral shipping. They noted that

while education on sustainability is valuable, more emphasis needs to be placed on

practical, hands-on training in sustainable technologies and practices.

Table 4. Scoring for Sustainability and Environmental Awareness in Maritime Training

Indicator

Educators'

Responses (1-

10)

Maritime

Professionals'

Responses (1-10)

Average

Score

Sustainability and

Environmental Awareness in

Maritime Training

7/10

8/10

7.5/10

The average score of 7.5/10 reflects a fairly positive view of the integration of

sustainability into maritime training. Both educators and professionals agree on the

importance of environmental awareness, though there is a consensus that more

emphasis is needed on practical applications rather than theoretical knowledge.

Indicator 5: Practical Application of Learning in Global Maritime Industry

The final indicator assessed how well maritime vocational education prepares students

for real-world challenges in the global maritime industry.

a. Educators' Perspectives: Educators acknowledged that while practical training is a

core component of maritime education, there is a gap between what is taught in the

classroom and the rapidly changing realities of the global maritime industry. They

JANUS.NET, e-journal of International Relations

e-ISSN: 1647-7251

VOL. 16, Nº. 2

November 2025-April 2026, pp. 57-76

Integrating International Relations into Maritime Vocational Education: Enhancing Global

Competence in the Industry

Marudut Bernadtua Simanjuntak

suggested that more field-based experiences, internships, and industry partnerships

are necessary to better prepare students for global maritime operations.

b. Maritime Professionals' Perspectives: Maritime professionals emphasized the

importance of hands-on experience in the maritime industry. They noted that while

vocational education provides a solid technical foundation, there is a need for more

exposure to real-world situations, such as dealing with international trade disputes,

managing cross-cultural teams, and using advanced technologies in global logistics.

Table 5. Scoring for Practical Application of Learning in Global Maritime Industry

Indicator

Educators'

Responses (1-

10)

Maritime Professionals'

Responses (1-10)

Average

Score

Practical Application of

Learning in Global Maritime

Industry

7/10

8/10

7.5/10

The average score of 7.5/10 suggests that while there is a solid foundation of practical

training, there is room for improvement in ensuring that students are fully prepared for

the challenges of a globalized maritime industry. The emphasis on internships, industry

collaborations, and exposure to real-world scenarios is seen as essential for bridging this

gap.

Discussion

This research provides valuable insights into the integration of international relations (IR)

perspectives into maritime vocational education. The findings reflect both the progress

and challenges associated with incorporating these perspectives into training programs

that aim to equip maritime professionals with the knowledge and skills required for

navigating the increasingly complex global maritime landscape. In this discussion, we

will explore the significance of the findings, compare them with existing research, identify

the limitations of the study, and suggest avenues for future research.

Significance of the Findings

The primary significance of this research lies in its exploration of how international

relations, a multi-dimensional field, can enrich and expand maritime vocational

education. As global trade becomes more interconnected and the maritime sector faces

new challenges such as sustainability, digitalization, and geopolitical shifts, it is crucial

that maritime education reflects the broader context in which the industry operates. The

findings of this study suggest that while there is recognition of the importance of

international relations in the maritime sector, its full integration into vocational education

remains incomplete.

International Relations in the Curriculum: The finding that the integration of international

relations into maritime curricula is inconsistent is both significant and revealing. While

JANUS.NET, e-journal of International Relations

e-ISSN: 1647-7251

VOL. 16, Nº. 2

November 2025-April 2026, pp. 57-76

Integrating International Relations into Maritime Vocational Education: Enhancing Global

Competence in the Industry

Marudut Bernadtua Simanjuntak

there are isolated efforts to incorporate IR perspectives, particularly in global trade and

maritime policy courses, the overall lack of systematic and thorough integration reflects

a gap in education systems. This gap is important because it suggests that while

educators acknowledge the importance of these broader global perspectives, the existing

curriculum has yet to adapt comprehensively to the evolving needs of the maritime

industry. International relations—especially in its political, economic, and environmental

dimensions—are central to understanding the complex and ever-changing global

maritime environment. By incorporating these perspectives into the curriculum, maritime

institutions would not only enhance the technical skills of their students but also equip

them with the necessary knowledge to navigate the political and economic intricacies of

international maritime operations.

Collaboration and Global Engagement: The research reveals that global and regional

collaborations in maritime education are still in the early stages of development. While

partnerships with international maritime organizations and universities are increasingly

common, they tend to be short-term or project-specific rather than integrated into the

broader educational framework. This finding highlights an area that is ripe for

development. Stronger and more sustained collaboration between maritime educational

institutions, industry bodies, and international organizations would likely facilitate the

exchange of knowledge, research, and best practices, fostering a more holistic and well-

rounded maritime education system. The lack of widespread global engagement in

vocational training programs could limit students' exposure to international maritime

practices and issues, which are critical in an era of globalization.

Digitalization and Technological Innovation: The findings also underscore the gap

between technological advancements in the maritime industry and the application of

these advancements in educational settings. While digital tools, simulation software, and

online platforms are increasingly used in maritime training, the lack of integration of

cutting-edge technologies like autonomous vessels, blockchain, and artificial intelligence

into educational curricula highlights a major discrepancy. The maritime industry itself is

rapidly evolving with these technologies, and it is imperative that training programs keep

pace with these developments. Ensuring that students are adequately prepared to work

with these innovations is crucial for their future success and for the overall

competitiveness of the industry.

Sustainability and Environmental Awareness: Another critical finding is the recognition of

the importance of sustainability and environmental awareness in the maritime sector.

While there is increasing acknowledgment of the importance of green technologies and

environmental regulations, sustainability education often remains confined to specific

courses or topics. This fragmented approach is not sufficient in addressing the full scope

of sustainability challenges that the maritime sector faces. The maritime industry is a

major contributor to global carbon emissions, and its transition to more sustainable

practices is not just a matter of compliance with international regulations but a crucial

factor for its long-term viability. Integrating sustainability across all aspects of maritime

education would equip future professionals with the knowledge and skills needed to drive

this transition forward.

Practical Application of Learning: The research also suggests that maritime vocational

education does provide a strong technical foundation but lacks sufficient practical, real-

JANUS.NET, e-journal of International Relations

e-ISSN: 1647-7251

VOL. 16, Nº. 2

November 2025-April 2026, pp. 57-76

Integrating International Relations into Maritime Vocational Education: Enhancing Global

Competence in the Industry

Marudut Bernadtua Simanjuntak

world exposure to the challenges that graduates will face in the global maritime industry.

Although students may acquire the necessary theoretical knowledge, there is a gap when

it comes to hands-on experience in global maritime operations, especially in areas such

as international trade management, cross-cultural communication, and the use of

advanced technologies. The need for more internships, industry partnerships, and field-

based training is evident, as these experiences allow students to apply their learning in

real-world settings, bridging the gap between theory and practice.

Comparison with Existing Research

When comparing these findings to existing research in the field of maritime education

and international relations, several trends emerge that are both consistent with and

divergent from previous studies. Much of the existing literature highlights the importance

of incorporating international relations and global perspectives into maritime education,

but like this research, it also identifies significant barriers to full integration (Demirel,

2020; Fitriani et al., 2023; Kidd & McCarthy, 2019). Research has consistently pointed

to the slow pace of curriculum development in response to the rapidly changing global

maritime environment. Many maritime institutions still focus primarily on technical skills

and regulatory compliance, with limited attention paid to the broader geopolitical,

economic, and environmental factors that shape the industry. This aligns with the

findings of this study, which revealed that while international relations is acknowledged,

its incorporation into the curriculum remains fragmented and inconsistent.

The findings also echo broader trends in higher education, particularly in vocational

training, where there is a persistent gap between technological advancements and

educational practices. Previous studies have highlighted the challenge of integrating

cutting-edge technologies such as digital simulation tools, autonomous vessels, and

blockchain into maritime education. This research similarly found that while some

educational institutions are embracing these technologies, there is a significant lag in

equipping students with the skills needed to operate in a highly digitalized maritime

industry. In terms of sustainability, existing research has emphasized the growing

importance of environmental awareness in maritime training (Balkin, 2006; Chircop,

2015; Zavalniuk et al., 2021). While regulations such as the International Maritime

Organization’s (IMO) greenhouse gas emissions standards are well-known within the

industry, many educational institutions are still struggling to embed sustainability into

their curricula in a comprehensive and impactful way. This study supports that view,

noting that sustainability is often treated as an isolated topic rather than an overarching

principle that should inform all aspects of maritime education.

Limitations of the Study

While this research provides valuable insights, there are several limitations that must be

acknowledged. First, the sample size of the study was relatively small, consisting of only

three educators, three maritime professionals, and four graduates. This limited sample

size may not fully represent the diversity of perspectives within the maritime education

and professional community. A larger sample size would likely provide a more

JANUS.NET, e-journal of International Relations

e-ISSN: 1647-7251

VOL. 16, Nº. 2

November 2025-April 2026, pp. 57-76

Integrating International Relations into Maritime Vocational Education: Enhancing Global

Competence in the Industry

Marudut Bernadtua Simanjuntak

comprehensive view of the current state of maritime education and the integration of

international relations perspectives. Second, the study focused solely on vocational

programs, and the findings may not be generalizable to other types of maritime

education, such as undergraduate or graduate programs. Vocational education programs,

which are more focused on practical skills and less on academic theory, may face unique

challenges in integrating interdisciplinary subjects such as international relations. Future

research could examine how international relations is incorporated into higher-level

maritime education programs, where there may be greater flexibility to explore

interdisciplinary topics.

Another limitation is the reliance on qualitative methods, which, while offering deep

insights, may not always capture the full breadth of perspectives within the maritime

sector. The study’s use of semi-structured interviews provides rich data, but it is based

on the perceptions and experiences of a small group of participants. Further research

using quantitative methods, such as surveys, could help corroborate the findings and

provide a more generalizable understanding of the state of international relations

integration in maritime education.

Suggestions for Future Research

Building on the findings and limitations of this study, there are several directions for

future research. One important avenue is to explore the barriers and challenges that

maritime educational institutions face when attempting to integrate international

relations into their curricula. Understanding the institutional, financial, and logistical

hurdles to such integration will provide valuable insights for policymakers, educational

leaders, and industry stakeholders who seek to enhance maritime education. Future

research could also focus on the impact of greater integration of international relations

on students’ learning outcomes and career readiness. Longitudinal studies that track

graduates’ careers over time could provide evidence of how well students are able to

apply the global perspectives learned in their education to their professional roles in the

maritime industry. This would help demonstrate the long-term value of incorporating

international relations into vocational training.

Another area for future research is the exploration of digitalization in maritime education,

particularly with regard to emerging technologies such as autonomous vessels, artificial

intelligence, and blockchain. Future studies could investigate how educational institutions

are preparing students to work with these technologies and whether there are gaps in

training that need to be addressed. Lastly, as sustainability continues to be a major focus

of the maritime industry, future research should investigate how educational institutions

can more effectively integrate environmental sustainability into maritime curricula. This

could include the development of new models for teaching sustainability, as well as

research on how to ensure that students are equipped with the practical skills needed to

implement green technologies and comply with international environmental standards.

The findings of this research suggest that while maritime vocational education is making

progress in integrating international relations perspectives, significant gaps remain. The

challenges of incorporating global political, economic, strategic, and environmental

factors into training programs reflect broader issues within maritime education, which

JANUS.NET, e-journal of International Relations

e-ISSN: 1647-7251

VOL. 16, Nº. 2

November 2025-April 2026, pp. 57-76

Integrating International Relations into Maritime Vocational Education: Enhancing Global

Competence in the Industry

Marudut Bernadtua Simanjuntak

continues to emphasize technical skills over interdisciplinary knowledge. Nevertheless,

the growing recognition of these gaps provides an opportunity for reform. By expanding

international collaboration, embracing digital technologies, and prioritizing sustainability,

maritime education can better prepare students for the challenges and opportunities of

a globalized and rapidly changing industry. Future research should continue to explore

these issues, providing further insights into how maritime education can evolve to meet

the demands of the 21st-century maritime industry.

Conclusion

This research highlights the growing importance of integrating international relations

perspectives into maritime vocational education, emphasizing the need to address

political, economic, strategic, social, cultural, and environmental factors in training

programs. The findings reveal that while there are ongoing efforts to incorporate these

global perspectives, their integration remains inconsistent and fragmented across

maritime education curricula. Key areas such as digitalization, sustainability, and global

collaboration are still underdeveloped, with significant gaps in preparing students for the

challenges of a rapidly changing and interconnected global maritime industry. The

research indicates that although maritime vocational education provides strong technical

training, it lacks sufficient exposure to real-world global maritime operations and

interdisciplinary knowledge. Enhanced collaboration with international maritime

organizations, more internships, and field-based experiences are essential for bridging

the gap between theoretical learning and practical application. Furthermore, the full

integration of digital technologies and sustainability into curricula is necessary for

equipping future maritime professionals with the skills needed to navigate both

technological advancements and environmental challenges. This study provides a

foundation for further research on the barriers and opportunities for improving the

incorporation of international relations into maritime education. By addressing these

gaps, maritime education can better prepare students for the complexities of the global

maritime industry, ensuring the long-term sustainability and competitiveness of the

sector in an increasingly interconnected world.

References

Albayrak, T., & Ziarati, R. (2012). Encouraging research in maritime education & training.

Journal of Maritime Transport and Engineering, 1(1), 4–9.

Balkin, R. (2006). The international maritime organization and maritime security. Tul.

Mar. LJ, 30, 1.

Baylon, A. M., & Santos, V. (2011). The challenges in Philippine maritime education and

training. International Journal of Innovative Interdisciplinary Research, 1(1), 34–43.

Chen, X., Bai, X., & Xiao, Y. (2017). The application of E-learning in maritime education

and training in China. TransNav: International Journal on Marine Navigation and Safety

of Sea Transportation, 11(2), 349–354.

Chircop, A. (2015). The international maritime organization.

JANUS.NET, e-journal of International Relations

e-ISSN: 1647-7251

VOL. 16, Nº. 2

November 2025-April 2026, pp. 57-76

Integrating International Relations into Maritime Vocational Education: Enhancing Global

Competence in the Industry

Marudut Bernadtua Simanjuntak

Christodoulou-Varotsi, I., & Pentsov, D. A. (2008). The STCW Convention and related

instruments. Maritime Work Law Fundamentals: Responsible Shipowners, Reliable

Seafarers, 422–639.

Collier, M. J. (2015). Intercultural communication competence: Continuing challenges

and critical directions. International Journal of Intercultural Relations, 48, 9–11.

Comtois, C., & Slack, B. (2017). Sustainable development and corporate strategies of

the maritime industry. In Ports, Cities, and Global Supply Chains (pp. 249–262).

Routledge.

Creswell, J. W., & Clark, V. L. P. (2011). Choosing a mixed methods design. In Designing

and Conducting Mixed Methods Research (pp. 53–106). Sage Publications, Inc.

Demirel, E. (2020). Maritime education and training in the digital era. Universal Journal

of Educational Research.

Fitriani, R., Febriyani, S. D., Pratama, G., Andika, K., Aprilla, R., Nurfajrina, R.,

Suherman, D. S., & Ritonga, A. F. (2023). The Influence Of Maritime Education Through

Project Based Learning-A Review. BIO Web of Conferences, 79, 2004.

Gavalas, D., Syriopoulos, T., & Roumpis, E. (2022). Digital adoption and efficiency in the

maritime industry. Journal of Shipping and Trade, 7(1), 11.

House, D., & Saeed, F. (2016). The seamanship examiner: for STCW certification

examinations. Taylor & Francis.

Katz, J. (2015). A theory of qualitative methodology: The social system of analytic

fieldwork. Méthod (e) s: African Review of Social Sciences Methodology, 1(1–2), 131–

146.

Kidd, R., & McCarthy, E. (2019). Maritime education in the age of autonomy. WIT

Transactions on The Built Environment, 187, 221–230.

Kim, J.-K., & Park, S.-H. (2019). A Study on Improvement of Maritime Education by

Aging Seamen. Journal of the Korean Society of Marine Environment & Safety, 25(7),

874–880.

Laghari, A. A., Wu, K., Laghari, R. A., Ali, M., & Khan, A. A. (2021). A review and state

of art of Internet of Things (IoT). Archives of Computational Methods in Engineering, 1–

19.

Lau, Y., & Ng, A. K. Y. (2015). The motivations and expectations of students pursuing

maritime education. WMU Journal of Maritime Affairs, 14, 313–331.

Martin, J. N. (2015). Revisiting intercultural communication competence: Where to go

from here. International Journal of Intercultural Relations, 48, 6–8.

Merriam, S. B., & Grenier, R. S. (2019). Qualitative research in practice: Examples for

discussion and analysis. John Wiley & Sons.

Padgett, D. K. (2016). Qualitative methods in social work research (Vol. 36). Sage

publications.

Pallis, P. L. (2017). Port risk management in container terminals. Transportation

Research Procedia, 25, 4411–4421.

JANUS.NET, e-journal of International Relations

e-ISSN: 1647-7251

VOL. 16, Nº. 2

November 2025-April 2026, pp. 57-76

Integrating International Relations into Maritime Vocational Education: Enhancing Global

Competence in the Industry

Marudut Bernadtua Simanjuntak

Paulica, A., Radu, H.-P., Mednikarov, B., & Kalinov, K. (2013). ENHANCING

MANAGEMENT CAPACITY OF THE MARITIME INDUSTRY PERSONNEL. Analele Universitatii

Maritime Constanta, 14(19).

Plaza-Hernández, M., Gil-González, A. B., Rodríguez-González, S., Prieto-Tejedor, J., &

Corchado-Rodríguez, J. M. (2021). Integration of IoT technologies in the maritime

industry. Distributed Computing and Artificial Intelligence, Special Sessions, 17th

International Conference, 107–115.

Ploum, L., Blok, V., Lans, T., & Omta, O. (2017). Toward a Validated Competence

Framework for Sustainable Entrepreneurship. Organization & Environment, 31(2), 113–

132. https://doi.org/10.1177/1086026617697039

Pu, S., & Lam, J. S. L. (2021). Blockchain adoptions in the maritime industry: a

conceptual framework. Maritime Policy & Management, 48(6), 777–794.

Roesler, V., Barrére, E., & Willrich, R. (2020). Special topics in multimedia, IoT and web

technologies. Springer.

Saldana, J. (2014). Thinking qualitatively: Methods of mind. SAGE publications.

Toriia, T. G., Epikhin, A. I., Panchenko, S. V, & Modina, M. A. (2023). Modern educational

trends in the maritime industry. SHS Web of Conferences, 164, 60.

Tvedt, S., Oltedal, H., Batalden, B. M., & Oliveira, M. (2018). Way-finding on-board

training for maritime vessels. Entertainment Computing, 26, 30–40.

https://doi.org/https://doi.org/10.1016/j.entcom.2018.01.002

Ware, P. (2017). Technology, New Literacies, and Language Learners. In The Handbook

of Technology and Second Language Teaching and Learning (pp. 265–277).

https://doi.org/https://doi.org/10.1002/9781118914069.ch18

Weinsheimer, J. (1985). Gadamer’s Hermeneutics A Reading of Truth and Method.

Weisberg, D. J. (2016). Methods and Strategies in Using Digital Literacy in Media and the

Arts. In Advances in Media, Entertainment, and the Arts (pp. 456–471). IGI Global.

https://doi.org/10.4018/978-1-4666-9667-9.ch022

Wu, G., Liu, C., Zhao, X., & Zuo, J. (2017). Investigating the relationship between

communication-conflict interaction and project success among construction project

teams. International Journal of Project Management, 35(8), 1466–1482.

Young, C. (1995). Comprehensive Revision of the STCW convention: an overview. J. Mar.

L. & Com., 26, 1.

Zaderei, A. (2020). Ensuring the sustainability of the human resources management

system of maritime industry enterprises. Access: Access to Science, Business, Innovation

in Digital Economy, 1(2), 146–156.

Zavalniuk, O., Nesterenko, V., Zavakniuk, I., & Doshchenko, H. (2021). A key component

of continuing professional development in the maritime context.

https://doi.org/10.21677/imla2021.01