Technology-integrated project-based learning to enhance stem competencies: A qualitative study in vocational maritime engineering education

Nafi Almuzani; Muhammad Nurdin; Ihsan Ahda Tanjung; Roy Kasiono; Saidal Siburian; Sahar Saleh

doi:10.58524/jasme.v5i2.974

Authors

Nafi Almuzani Sekolah Tinggi Ilmu Pelayaran Indonesia
Muhammad Nurdin Sekolah Tinggi Ilmu Pelayaran Indonesia
Ihsan Ahda Tanjung Sekolah Tinggi Ilmu Pelayaran Indonesia
Roy Kasiono Sekolah Tinggi Ilmu Pelayaran Indonesia
Saidal Siburian Sekolah Tinggi Ilmu Pelayaran Indonesia
Sahar Saleh Sekolah Tinggi Ilmu Pelayaran Indonesia

DOI:

https://doi.org/10.58524/jasme.v5i2.974

Keywords:

Project based learning, Green marine engineering, Maritime decarbonization, STEM competency, Vocational maritime

Abstract

Background: The maritime sector is undergoing a major transition as the IMO 2050 decarbonization agenda requires significant reductions in greenhouse gas emissions. This shift demands a new generation of marine engineers equipped with competencies in alternative fuels, emissions management, and sustainable engineering practices. However, Indonesian maritime vocational education has limited evidence-based pedagogical models for preparing students to meet these emerging industry expectations.

Aim: This study examines how technology-supported project-based learning (PBL) focused on maritime decarbonization fosters the development of green marine engineering competencies and shapes the professional identity of future maritime engineers.

Methods: Using an interpretive phenomenological design, the research engaged 20 marine engineering students, 5 instructors, and 6 industry practitioners over a 16-week learning cycle. Data were collected through semi-structured interviews, classroom observations, reflective journals, and project artefacts, then analyzed using Braun and Clarke’s thematic analysis.

Results: Five principal themes emerged: development of systemic understanding of decarbonization technologies; collaborative construction of knowledge through distributed expertise; emergence of environmentally oriented professional identity; productive struggle as a catalyst for deep learning; and authenticity strengthened by industry involvement. Quantitative results showed notable gains in GMECI indicators, including alternative fuel knowledge (+28.8%), energy efficiency (+26.4%), environmental compliance (+24.8%), and sustainable problem-solving (+28.1%).

Conclusion: Technology-integrated PBL effectively builds multidimensional green engineering competencies and provides a strong pedagogical foundation for MARPOL-aligned curriculum reform in Indonesian maritime vocational education.

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