<![CDATA[Bridge simulator learning is a core component of nautical cadet training because it allows learners to practise watchkeeping, collision avoidance, communication, and navigational decision-making in realistic but controlled scenarios. However, simulator sessions do not automatically produce reflective learning. Without a structured debriefing process, cadets may remember the technical sequence of the exercise but fail to analyse why decisions were effective, why errors occurred, and how lessons should be transferred to future bridge watch situations. This article aims to design a reflective debriefing model for bridge simulator learning in nautical cadet training. The study employed a design and development approach at the model-construction stage. The model was developed through literature synthesis covering experiential learning, reflective practice, simulation-based education, formative feedback, and maritime bridge resource management. The resulting model, named BRI-DAR (Benchmarking, Reaction, Inquiry, Decision Analysis, Action Reconstruction, and Reflective Transfer), consists of six debriefing phases supported by instructor prompts, cadet reflection sheets, scenario evidence, and a rubric for assessing reflective quality. The model integrates three learning orientations: technical reconstruction of navigational actions, non-technical analysis of communication and situational awareness, and transfer planning for future watchkeeping readiness. The article contributes a practical debriefing syntax, role distribution between instructor and cadets, an implementation flow for bridge simulator sessions, and assessment instruments that can be used in later empirical validation. The model is therefore presented as a design-stage framework, not as evidence of effectiveness; later studies still need to examine its effect on cadet performance, reflective competence, and situational awareness.]]>
