ABSTRACT
This study examines the need to reform Maritime Education and Training (MET) in response to challenges affecting seafarer well-being, safety, and professionalism, particularly in the post-pandemic context. The study aims to identify priority areas for improvement and propose evidence-based recommendations. Using the Delphi method, ten subject matter experts from academia and industry participated in iterative rounds of structured questionnaires to achieve consensus. Findings revealed moderate agreement (Kendall’s W = 0.309) on seven priority program areas, with actual training, academic development, and practical skills ranking highest. Experts emphasized the importance of integrating soft skills, technological competencies, and mental health support into training systems. The results highlight the need for a holistic and multidisciplinary approach to maritime education that goes beyond technical proficiency. The study concludes that policy reforms should prioritize experiential learning, continuous professional development, and well being initiatives to ensure globally competitive and resilient seafarers. These findings provide implications for international maritime education policy and institutional curriculum development.
KEYWORDS
Maritime Education and Training, Delphi Method, Seafarer Well-being, Soft Skills, Professional Development, Safety Training
CITATION
Quodala, F. A., & Palmejar, R. C. (2026). The Delphi consensus on maritime education reform: prioritizing soft skills, safety, and seafarer well-being post-crisis. GET International Research Journal, 4(3), 57–67. https://doi.org/10.5281/zenodo.22046573
https://doi.org/10.5281/zenodo.22046573
