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All Journal International Journal of Educational Practice and Policy
Irfan Faozun
Sekolah Tinggi Ilmu Pelayaran Jakarta
Education Social Sciences

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Maritime Safety Culture Development and Incident-Based Learning Integration in Vocational Competency Assessment Nafi Almuzani; Irfan Faozun; Natanael Suranta; Chanra Purnama
International Journal of Educational Practice and Policy Vol. 4 No. 1 (2026): March-April 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/ijepp.v4i1.206

Abstract

Maritime safety remains critically dependent on the quality of vocational competency assessment, yet current assessment systems predominantly evaluate procedural compliance rather than the safety culture dispositions and incident-informed judgment that prevent maritime accidents. This study investigates how safety culture development and incident-based learning can be integrated into vocational competency assessment within Indonesian maritime education. Employing a qualitative design, semi-structured interviews were conducted with 12 maritime safety and assessment experts, 18 maritime vocational lecturers, and 15 recent graduates across three maritime polytechnic institutions. Data were analyzed through thematic analysis with open and axial coding, cross-group comparison, and narrative synthesis leading to framework derivation. Five themes emerged: the procedural–dispositional assessment gap, incident knowledge as a pedagogical resource, safety culture as an assessable competency dimension, the psychomotor–cognitive–affective integration challenge, and institutional barriers to incident-based learning implementation. Cross-group analysis revealed that experts prioritized safety disposition assessment, lecturers emphasized standardization constraints, and graduates reported that their safety competence was tested through recall-based examinations bearing limited resemblance to the judgment-intensive safety decisions professional practice demanded. The study contributes a safety-integrated competency assessment framework positioning safety culture and incident-informed reasoning as structurally assessable dimensions alongside procedural proficiency.
Adaptive Leadership and Digital Transformation in Maritime Vocational Curriculum Development Naomi Louhenapessy; Irfan Faozun; Marihot Simanjuntak
International Journal of Educational Practice and Policy Vol. 4 No. 1 (2026): March-April 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/ijepp.v4i1.207

Abstract

Maritime vocational education is under growing pressure to equip graduates with competencies that extend beyond operational seamanship into the domains of digital transformation, sustainability governance, and quantitative decision-making. Yet existing curricula have been slow to integrate these dimensions systematically, partly because the institutional leadership capacity required to drive such reform remains underdeveloped. This study examines how maritime institutional leaders (including program coordinators, department heads, and maritime instructors) which enact adaptive leadership in the context of curriculum reform to facilitate the embedding of digital transformation competencies within maritime vocational education. Employing a qualitative-dominant mixed-methods exploratory design, data were collected through semi-structured interviews, curriculum document analysis, and stakeholder group discussions with maritime industry experts, vocational lecturers, and recent graduates (n = 52). Thematic analysis identified three overarching themes: institutional adaptive capacity under digital disruption, the pedagogy-industry competency gap, and sustainability governance as emergent curriculum priority. Supplementary Likert-scale validation yielded overall mean scores ranging from 4.51 to 4.61 across four competency domains, corroborating qualitative patterns. Findings demonstrate that adaptive leadership functions not merely as one competency among many but as the organizational mediator that determines whether digital transformation initiatives succeed within maritime institutional environments. The study offers the first empirically grounded, context-specific model positioning adaptive leadership as a structural prerequisite for maritime vocational curriculum reform, with direct implications for institutional governance, accreditation policy, and faculty development
Co-Authors Chanra Purnama Nafi Almuzani Naomi Louhenapessy Natanael Suranta Simanjuntak, Marihot