<![CDATA[Maritime vocational education must ensure that graduates possess competencies aligned with dynamic industry standards, safety protocols, and operational readiness. The use of simulator-based platforms such as KALK has emerged as a strategic approach to enhance applied learning by replicating real-world maritime scenarios. However, the optimal use of KALK simulators and institutional resources remains underexplored, particularly regarding how these elements contribute to competence development. Empirical gaps persist in understanding whether competence emerges directly from simulator-based inputs or through mediating learning outcomes. Additionally, the role of human resource (HR) management in sustaining simulation effectiveness has received limited attention. This study employed a quantitative explanatory design involving 87 maritime cadets, analysed through Partial Least Squares Structural Equation Modelling (PLS-SEM). Findings show that the simulator KALK significantly enhances both learning outcomes and competence, while supporting infrastructure improves learning outcomes but has no direct impact on competence. Learning outcomes partially mediate the relationship between simulator use and competence, and fully mediate the relationship between infrastructure and competence. These results highlight the need for structured simulator integration, robust HR capacity building, and competency-driven curriculum design. Optimizing KALK-based learning requires aligning simulator use and infrastructure with measurable outcomes and targeted HR strategies. This alignment ensures that simulator investments translate into sustainable competence development and workforce readiness in maritime education.]]>
