<![CDATA[This study examines the effect of Practice-Based Teaching (PBT) on maritime workforce readiness (MWR) with a focus on strengthening work safety mindset and competence, and the mediating roles of Maritime Safety Competence (MSC) and Safety Self-Efficacy (SSE). Employing a causal-comparative quantitative design, data were collected via a 20-item, 5-point Likert questionnaire from a purposive sample of 167 Nautical Technology students at Politeknik Pelayaran Sumatera Barat (pilot test n = 50). The instrument measures safety knowledge, emergency procedure skills, safety awareness attitudes, and regulatory compliance behaviors. Partial Least Squares Structural Equation Modeling (PLS-SEM) was used to evaluate measurement quality and test direct and indirect effects. Measurement indicators demonstrated excellent reliability and convergent validity (Cronbach’s α = 0.935–0.962; AVE > 0.79). Results show that PBT has a strong, significant direct effect on MWR (β = 0.749, t = 15.804, p < 0.001) and significantly predicts MSC (β = 0.575, t = 7.935, p < 0.001) and SSE (β = 0.592, t = 8.958, p < 0.001). MSC significantly influences MWR (β = 0.417, t = 5.652, p < 0.001), and mediates the PBT→MWR relationship partially (indirect β = 0.240, t = 4.592, p < 0.001). In contrast, SSE does not significantly predict MWR (β = 0.078, t = 0.992, p = 0.322), nor does it mediate the PBT→MWR link (indirect β = 0.046, t = 0.984, p = 0.326). The findings imply that PBT enhances maritimeemployability chiefly through strengthening demonstrable safety competencies; policy recommendations include: (1) integration of safety culture into structured practical curricula; (2) reinforcement of performance-based assessment using safety scenario simulations; (3) investment in safety simulators and emergency response training facilities; (4) industry partnerships to align safety competency standards with STCW requirements and operational vessel needs; and (5) safety mindset mentoring programs by maritime industry practitioners.]]>
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