Summary
Informing Simulator-Based Maritime Education and Training: A Multi-Level Analysis of Curriculum Practices and Policies
As simulators become increasingly central to maritime education and training, attention is often directed towards technological developments and simulator capabilities. However, equally important questions concern how simulator-based learning is designed, implemented, assessed, and integrated into maritime education programmes. In his thesis, Informing Simulator-Based Maritime Education and Training: A Multi-Level Analysis of Curriculum Practices and Policies, Meric Karahalil examines these questions through a comprehensive exploration of curriculum practices, assessment approaches, and regulatory frameworks shaping simulator-based maritime education.
Conducted within the Norwegian maritime higher education context, the research investigates how simulator-based education is influenced by interactions between international regulations, institutional policies, educational practices, instructors, and students. The study brings together perspectives from all four Norwegian institutions offering bachelor-level nautical education, while also incorporating insights from international maritime stakeholders involved in the ongoing review of the International Maritime Organization’s (IMO) Standards of Training, Certification and Watchkeeping for Seafarers (STCW) Convention.
Using a qualitative research design, the thesis combines document analysis, interviews, focus groups, observations, and policy analysis to examine simulator-based maritime education from multiple perspectives. The research explores the educational ecosystem in which simulation is situated.
Understanding Simulator-Based Maritime Education
Maritime simulators have become essential learning tools for developing operational, decision-making, communication, and leadership competencies. While their educational value is widely recognised, there remains limited understanding of how simulation is integrated into curricula and how learning is supported through educational design and assessment practices.
The thesis argues that simulator-based maritime education should be understood not simply as a technological training solution but as an educational practice shaped by multiple interacting factors. International regulations establish competence requirements and assessment expectations, but educational institutions have considerable flexibility in determining how these requirements are translated into curricula, teaching activities, and learning experiences. As a result, simulator-based education can vary significantly between institutions despite operating under the same regulatory framework.
Key Findings
The thesis consists of three interconnected studies that examine simulator-based maritime education at different levels.
The first study investigates curriculum design and identifies the factors influencing the development and implementation of simulator-based education. The findings reveal that curriculum decisions are shaped by a combination of regulatory requirements, institutional priorities, available resources, pedagogical traditions, and instructor expertise. To illustrate these relationships, the study develops a curriculum concept map that demonstrates how various educational and organisational factors influence simulator-based learning.
The second study focuses on formative assessment practices within simulator-based learning environments. Particular attention is given to the role of briefing, simulation exercises, and debriefing activities. The findings demonstrate that structured feedback and guided reflection significantly enhance student learning. The research highlights the crucial role instructors play in facilitating learning by helping students connect simulated experiences with broader professional competencies and operational contexts.
The third study explores stakeholder perspectives on the ongoing comprehensive review of the STCW Convention and Code. Through interviews with international experts and observations of discussions related to maritime training and competency development, the study examines how simulation, emerging technologies, and future competence requirements are shaping policy discussions. The findings indicate widespread recognition of the growing importance of simulation while also revealing differing views regarding the balance between standardisation and institutional flexibility.
Contributions to Maritime Education
One of the central contributions of the thesis is the conceptualisation of simulator-based maritime education as an enacted curriculum practice. This perspective emphasises that learning outcomes are not determined by simulator technology or training scenarios but emerge through the interaction of educational objectives, curriculum structures, assessment methods, instructional strategies, institutional conditions, and regulatory expectations.
The research contributes to a growing body of knowledge that recognises the importance of educational design in simulator-based training. It demonstrates that the effectiveness of simulation depends on how learning activities are organised, facilitated, assessed, and aligned with educational goals.
Furthermore, the thesis provides insight into how international maritime regulations influence educational practices while identifying areas where institutions and educators exercise professional judgement and autonomy. These findings contribute to ongoing discussions regarding the future development of maritime education and training in response to technological advancement, digitalisation, and changing industry competence requirements.
Relevance for COAST
The research aligns closely with COAST’s mission of promoting excellence in simulator training and assessment. By examining simulation from curriculum, pedagogical, assessment, and policy perspectives, the thesis provides evidence-based knowledge that can support the continuous development of maritime education and training.
As the maritime industry undergoes significant technological and organisational transformation, simulator-based learning will continue to play a vital role in preparing future maritime professionals. This research contributes to a deeper understanding of how simulation can be effectively integrated into educational programmes to support meaningful learning, robust assessment practices, and the development of competent maritime practitioners.
The thesis offers a comprehensive framework for understanding simulator-based maritime education as a complex educational system where technology, pedagogy, policy, and practice interact to shape learning and professional competence development.
Practical Take-away for Simulator Instructors
While simulator technology continues to advance, this research suggests that meaningful learning depends just as much on instructional practice as on technical capability. Simulator instructors play a central role in helping students connect simulated experiences with professional competence. Careful scenario design, clear learning objectives, structured briefings, thoughtful debriefings, and opportunities for reflection can make the difference between simply completing a simulator exercise and achieving deeper learning. The findings encourage instructors to view themselves not only as subject matter experts, but as educators who actively shape how students develop judgement, situational awareness, teamwork, and decision-making skills for future maritime practice.
Author: Meric Karahalil