In a recent study published in the journal ‘Maritime Research and Technology’ (formerly known as ‘Maritime Technology and Research’), researchers led by Joseph Daiz from the John B. Lacson Colleges Foundation (Bacolod), Inc. and John B. Lacson Foundation Maritime University-Graduate School, delved into the teaching strategies, pedagogical competence, and challenges faced by maritime professional instructors in higher education institutions. The findings offer valuable insights for the maritime education sector and present opportunities for enhancement.
The study, which surveyed 75 maritime professional instructors, revealed that the most common teaching strategies include quizzes, tests, discussions, demonstrations, hands-on activities, practical exercises, and interactive lectures. These methods, according to the researchers, are crucial for fostering comprehensive learning in maritime education. “The integration of traditional and interactive teaching methods is essential for creating a well-rounded learning experience,” the study notes.
The instructors demonstrated a very high level of pedagogical competence, regardless of their rank, teaching experience, educational attainment, or classification. This suggests that factors such as training in instructional methods and industry expertise might be more critical in developing effective teaching skills than conventional indicators like rank or years of experience.
However, the study also highlighted significant challenges faced by these instructors. Financial concerns, limited resources and skills, and fatigue due to inadequate sleep were among the top issues reported. These challenges can impact the overall effectiveness of teaching and learning in maritime education.
The research implications are substantial. It underscores the need for a balanced approach to teaching methods and emphasizes the importance of ongoing professional development. As the study points out, “factors such as training in instructional methods and industry expertise may be more critical in developing effective teaching skills than conventional indicators like rank, experience, or educational background.”
For the maritime sector, these findings present both challenges and opportunities. Educational institutions can address these issues by providing support systems and resources that enhance teaching efficacy and well-being. Additionally, promoting ongoing professional development focused on instructional methods and practical skills can further strengthen the pedagogical competence of instructors, ultimately benefiting student learning outcomes in maritime education.
In practical terms, this means investing in teacher training programs, providing adequate resources, and ensuring that instructors have the support they need to overcome challenges like fatigue and financial constraints. By doing so, maritime higher education institutions can enhance the quality of education they offer, better preparing students for careers in the maritime industry.
As the maritime sector continues to evolve, the role of education in shaping the next generation of professionals becomes increasingly important. This study serves as a reminder of the need to continuously improve teaching methods and support the instructors who are at the forefront of maritime education.