THE ROLE OF ENGINE ROOM SIMULATORS IN STRENGTHENING APPLIED MARITIME EDUCATION

Abstract

A convergent mixed-method research design is adopted in this study to investigate the role of Engine Room Simulators (ERS) in improving practical maritime training. To assess the technical competencies, problem-solving capabilities, and shipboard readiness of five students selected from one of the universities in the Philippines, standard tests were conducted. Fifteen students underwent semi-structured interviews to share their views regarding ERS-elated training, advantages and disadvantages, and the shortcomings. The quantitative results indicated that the individuals were exceptional in all areas, with readiness (M = 86.7, SD = 4.9) being the highest, followed by technical capabilities (M = 82.4, SD = 6.2) and problem-solving (M = 84.1, SD = 5.8). Qualitative findings confirmed that individuals gained increased confidence, were better acquainted with the operation, and attained global awareness via immersion simulation, but had issues of accessibility, sporadic technical problems, and inadequate simulation of real pressures. Both strands proved convergent to confirm that ERS is a valuable addition to conventional maritime training.  It complies with the standards of STCW and CHED–MARINA while leveling up the gap between classroom learning and shipboard activity.  The study concludes that for the full exploitation of ERS, schools should provide adequate support, inculcate teachers, and employ an assortment of learning techniques. Suggestions include expanding the use of the simulator, ensuring the updating of modules to align with industry advancements, and making long-term evaluations of skill transfer. These are the protocols that can direct the ERS to remain one step ahead of training world-class marine engineers that are safety-oriented and can adapt to the evolving requirements of the maritime industry.