インドネシア海事教育へのグリーン海洋技術の統合
Integrating Green Marine Technology into Maritime Education in Indonesia (原題)
Titis Ari Wibowo, Jarot Delta Susanto, Setyawan Ajie Sukarno
🤖 gxceed AI 要約
日本語
インドネシアの海事職業教育にグリーン海洋技術(省エネ・排出削減・廃棄物管理・代替エネルギー)を組み込む方策を探る探索的混合研究。9名の関係者インタビューと評価指標から、持続可能性テーマは存在するが科目間で不均一で測定可能な能力目標を欠くことを示す。PBLとケーススタディ、シミュレータ・産業共同授業が有効とされ、規制や技術概念を実務課題・評価基準へ落とし込む点が最大の課題と結論。
English
Exploratory mixed-method study on embedding green marine technologies into Indonesian maritime vocational education. Interviews with nine stakeholders plus a rating instrument show sustainability topics are present but unevenly distributed and lack measurable competency targets. Project-based learning, simulators and industry co-teaching are seen as most effective; the key gap is translating regulations and green-tech concepts into practical engineering tasks and assessment rubrics.
Unofficial AI-generated summary based on the public title and abstract. Not an official translation.
📝 gxceed 編集解説 — Why this matters
日本のGX文脈において
日本では海運・造船のGX人材育成や海事教育の脱炭素対応を考える際の参考になる。国内のカーボンニュートラル港・次世代燃料船の実装を担う技術者育成の議論に示唆を与える。
In the global GX context
Speaks to the 'just transition / green skills' pillar of global decarbonization: how maritime workforces acquire competencies for IMO GHG strategy and port decarbonization. Adds a Global South vocational-education perspective often missing from disclosure- and finance-centric GX scholarship.
👥 読者別の含意
🔬研究者:海事・環境教育における能力ベース課程設計の実証的枠組みとして参照できる。
🏢実務担当者:海運・港湾企業が産業共同授業やインターン連携で人材パイプラインを整える際の示唆。
🏛政策担当者:海事教育カリキュラムへの脱炭素能力要件の組み込みを検討する教育・交通当局に有用。
📄 Abstract（原文）
Indonesia’s maritime sector faces rising pressure to decarbonize ships and ports while maintaining safety and competitiveness. This paper examines how green marine technologies can be embedded into maritime vocational education so graduates are ready for shipboard and port-side sustainability initiatives (energy efficiency, emissions reduction, waste management, and alternative energy systems). An exploratory mixed-method design was used: semi-structured interviews with nine stakeholders (industry practitioners, maritime educators, and recent graduates) were complemented by a simple stakeholder rating instrument to assess curriculum integration, sustainability awareness, and industry relevance. Thematic analysis identified recurring needs and implementation constraints, while the ratings helped prioritize actions. Findings indicate that sustainability topics are present but unevenly distributed across courses and often lack measurable competency targets. Project-based learning and case studies were perceived as the most effective approaches, especially when supported by simulator/lab facilities and industry co-teaching. The strongest gap lies in translating regulations and green-technology concepts into practical marine-engineering tasks and assessment rubrics. The paper proposes priority actions for curriculum owners: competency mapping to green shipping operations, structured industry feedback loops, and incremental upgrading of learning infrastructure. These steps can strengthen graduate employability and accelerate sustainable practice adoption in the maritime industry.
🔗 Provenance — このレコードを発見したソース
- semanticscholar https://doi.org/10.12962/j25481479.v11i1.9373first seen 2026-10-23 06:11:15 · last seen 2026-11-06 05:37:23
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