A Cognitive–Operational Learning Architecture Proposal Addressing Emerging Needs in Maritime Education within the Context of Generational Transformation: The MOCA Model

Maritime education requires the transformation of theoretical knowledge into operationalcompetence through a combination of classroom instruction, practical training, simulation-basedlearning, and onboard experience. However, these educational components are frequentlyimplemented as separate learning activities, creating challenges in maintaining cognitiveconnections between conceptual understanding and operational application. This challenge hasbecome increasingly significant with the emergence of digitally oriented generations that benefitfrom visualization, interaction, contextual learning, and repeated engagement with knowledgeacross multiple learning environments. This study proposes the Maritime Operational CognitiveArchitecture (MOCA), a conceptual learning framework designed to strengthen cognitive continuitythroughout the competence development process. Using a conceptual model development approach,the study synthesizes literature on maritime education, simulation-based learning, competencydevelopment, cognitive learning theories, instructional design, and generational transformation.Based on this synthesis, MOCA integrates theoretical instruction, visualization, experientiallearning, simulation-supported learning, and operational practice into a continuous andinterconnected learning architecture. The framework consists of four interconnected layers:Cognitive Structuring and Knowledge Development, Pedagogical Synchronization, OperationalCompetence Development, and a Multi-Layered Simulation Ecosystem. Central to the model is theprinciple of cognitive continuity, through which learners repeatedly encounter, visualize, apply, andreconstruct knowledge across different educational environments. Within this architecture,simulation is repositioned from a discrete training environment to a continuous pedagogicalcomponent embedded throughout the learning process, supporting conceptual understanding,visualization, knowledge reinforcement, experiential learning, and competence development. Thestudy contributes to maritime education by introducing cognitive continuity as an organizingpedagogical principle, proposing pedagogical synchronization as a mechanism for connectinglearning environments, and presenting an integrated framework that aligns maritime education withthe learning characteristics of digital-age generations while strengthening the progression fromtheoretical learning to operational competence.