Integrating sustainability thinking in maritime education

The maritime industry increasingly recognises the importance of sustainability regarding global environmental challenges. However, a critical analysis reveals a significant gap in educational research concerning integrating sustainability competencies into maritime education curricula. This study aims to bridge this gap by investigating the Sustainability Thinking competency and its sub-competencies within maritime education and training programs. To answer the research questions, the study considers two methods: a literature review to understand the basis of sustainable thinking competency assessment in maritime education, as well as the sub-competencies and observable characteristics reported, and a validated questionnaire to be applied as a self-assessment instrument to students to understand how they perceive and have developed sustainable thinking competencies throughout their professional education. The instrument was applied in two courses at an international maritime college, covering the perspectives of 88 students, including 27 females and 61 males of five different nationalities. This research contributes to maritime education by presenting relevant insights on how course content influences students' future roles, considering sustainability trends and industry factors, and proposing a framework that delineates sub-competencies in Sustainability Thinking and their observable characteristics. The study offers valuable guidance for educators, policymakers, and stakeholders, providing a foundation for enhancing current practices and fostering the development of more sustainable maritime professionals.