Integrating sustainability and innovation in maritime vocational education through stakeholder-based analysis

Abstract

This research investigates how stakeholder perspectives can transform maritime vocational education to address sustainability imperatives within tropical marine contexts. The investigation examines sustainable engineering integration effectiveness and stakeholder innovation capacity through authentic professional and graduate experiences. Phenomenological inquiry engaged two industry professionals and eight recent graduates through semi-structured interviews and collaborative reflection processes, employing interpretive analysis to capture experiential knowledge and stakeholder insights. Findings demonstrate strong theoretical knowledge transmission but significant practical application gaps. Environmental awareness and regulatory comprehension show high effectiveness, while stakeholder engagement competency and industry- education collaboration require substantial enhancement. Both professional and graduate groups exhibit strong collaborative readiness yet encounter institutional barriers limiting authentic sustainability integration. Maritime education possesses transformative potential for sustainability integration contingent upon institutional commitment to experiential learning enhancement and systematic stakeholder engagement that bridges theory- practice gaps in contemporary maritime professional development.