Developing a Competency-Based Transition Education Framework for Marine Superintendents: A DACUM-Integrated Approach in the Context of Eco-Digital Maritime Transformation

Abstract

Amid structural changes driven by the greening and digital transformation of the maritime industry, the demand for career transitions of seafarers with onboard experience to shore-based positions—particularly ship superintendents—is steadily increasing. However, the current lack of a systematic education and career development framework to support such transitions poses a critical challenge for shipping companies seeking to secure sustainable human resources. The aim of this study was to develop a competency-based training program that facilitates the effective transition of seafarers to shore-based ship superintendent roles. We integrated a developing a curriculum (DACUM) analysis with competency-based job analysis to achieve this aim. The core competencies required for ship superintendent duties were identified through three expert consultations. In addition, social network analysis (SNA) was used to quantitatively assess the structure and priority of the training content. The analysis revealed that convergent competencies, such as digital technology literacy, responsiveness to environmental regulations, multicultural organizational management, and interpretation of global maritime regulations, are essential for a successful career shift. Based on these findings, a modular training curriculum comprising both common foundational courses and specialized advanced modules tailored to job categories was designed. The proposed curriculum integrated theoretical instruction, practical training, and reflective learning to enhance both applied understanding and onsite implementation capabilities. Furthermore, the concept of a Seafarer Success Support Platform was proposed to support a lifecycle-based career development pathway that enables rotational mobility between sea and shore positions. This digital learning platform was designed to offer personalized success pathways aligned with the career stages and competency needs of maritime personnel. Its cyclical structure, comprising career transition, competency development, field application, and performance evaluation, enables seamless career integration between shipboard- and shore-based roles. Therefore, the platform has the potential to evolve into a practical educational model that integrates training, career development, and policies. This study contributes to maritime human resource development by integrating the DACUM method with a competency-based framework and applying social network analysis (SNA) to quantitatively prioritize training content. It further proposes the Seafarer Success Support Platform as an innovative model to support structured career transitions from shipboard roles to shore-based supervisory positions.

1. Introduction

1.1. Background of the Study

Shipping companies, which are among the entities that are most directly exposed to the multifaceted risks arising from global environmental changes, are currently facing a range of critical challenges. These include enhancing operational efficiency, adopting eco-friendly technologies, implementing automation driven by digital paradigm shifts, ensuring sustainable vessel management, complying with increasingly stringent global environmental regulations, and responding to restructuring within global supply chains [1,2].

The International Maritime Organization (IMO) formalizes regulatory frameworks related to emerging technologies, such as autonomous ships, alternative low-carbon marine fuels, carbon capture systems (CCS), and hydrogen- or ammonia-fueled propulsion systems [3,4,5]. Traditionally, global shipping companies have regarded seafaring experience, based on maritime licenses, as a core competency for shore-based supervisory roles in vessel operations, maintenance, safety, and crew management. Such experiences provide practical insights and judgments, which are indispensable in supporting the transition from shipboard duties to shore-based responsibilities [6].

However, seafarers constitute a highly specialized occupational group governed by certification-based qualifications and confined to career development pathways within the spatial and operational limitations of shipboard environments. This structure differs substantially from that of the general labor market. Shore-based supervisory roles, particularly those in vessel operations and safety oversight, demand both advanced technical expertise and managerial competencies. Crucially, the foundation of such expertise often relies on the successful transfer and contextual application of experiential knowledge gained at sea. Consequently, there is a growing need to move beyond conventional HRD practices employed by shipping companies and establish a competency-based training framework that supports structured career transitions, integrating job rotation, modular curriculum design, and practical implementation strategies.

Furthermore, in response to the green and digital paradigm shift, maritime companies are increasingly required to develop human resources that can maximize operational efficiency and support corporate sustainability. However, the physical and temporal separation between shipboard organizations and shore-based management often hinders real-time information exchange and rapid decision-making. This separation can lead to decreased morale among personnel and bottlenecks in internal communication [7].

As the pace of innovation in eco-digital ship operation technologies accelerates, the role of Marine Superintendent, which is a shore-based position responsible for supporting vessel operations, has become increasingly critical [8]. Nevertheless, insufficient competencies among Marine Superintendents in eco-digital technologies and optimized vessel management may hinder operational efficiency and pose risks to the safe deployment and sustainability of future autonomous and green vessels [9,10,11].

Shipping companies must strategically cultivate shore-based Marine Superintendents with interdisciplinary competencies in maritime operations and emerging technologies to address these challenges effectively. Specifically, the technical, digital, and competency gaps that arise during the career transition from ex-seafarers to shore-based roles constitute a major barrier to securing long-term competitiveness. Accordingly, the development and institutionalization of medium- to long-term education and training programs are essential [12,13,14].

1.2. Objectives of the Study

The aim of this study was to identify and define the core competencies required to support the smooth career transition of seafarers, specifically those who have graduated from Korea’s designated maritime education institutions and have acquired seagoing experience, to shore-based roles as Marine Superintendents within shipping companies. The need for human resources equipped with integrated future-oriented competencies has become increasingly critical for the maritime industry in the face of a macro-level paradigm shift driven by environmental sustainability and digital transformation.

This study used a competency-based approach and analysis to overcome the limitations of traditional task-based job analysis, which often fails to capture the complexity and convergence of the knowledge, skills, and attitudes required for emerging maritime roles [15]. Through this approach, this study emphasizes the identification of hybrid competencies that reflect both the technical and managerial demands of modern ship operations and supervision.

In particular, this study used a competency model (CM) framework [16] to systematically define and structure the key competencies essential for a marine superintendent position. Competency refers to the integrated and observable capacity to apply knowledge, skills, and attitudes (KSA) in performing job tasks effectively within specific organizational and operational settings. Unlike traditional qualification-based approaches, which primarily emphasize certification and sea time, a competency-based approach enables a more precise and functional representation of actual job requirements. This framework enables a refined diagnosis of skill and competency gaps that may arise during the transition from shipboard to shore-based roles.

Simultaneously, the study integrated a developing a curriculum (DACUM)-based job analysis to extract common core competencies and develop a tailored, modular training and development program. The goal was to propose a structured transition pathway that enhances practical readiness and supports the long-term career development of former seafarers.

Ultimately, this research seeks to contribute to shipping companies’ sustainable human resource development by bridging the skill and competency gaps inherent in the seafarer-to-superintendent transition and establishing an evidence-based foundation for future education and workforce strategies in the maritime sector. By integrating the developing a curriculum (DACUM) technique with a competency-based framework and employing social network analysis (SNA) to quantitatively determine the prioritization of training content, this study introduces a data-driven and methodologically rigorous approach to curriculum design. Furthermore, it proposes an innovative implementation model—the Seafarer Success Support Platform—designed to facilitate the structured career transition of seafarers into shore-based supervisory roles, particularly Marine Superintendents.

In contrast to previous studies, which have seldom provided systematic frameworks or modularized training programs tailored to the specific competencies required for shore-based positions, this research addresses a critical gap in the literature. It does so by presenting a scalable and policy-relevant model aligned with the evolving needs of the maritime sector during a period of structural transformation. This integrated approach offers actionable insights for both workforce planning and educational policy in the context of maritime digitalization and sustainability.

2. Literature Review

The aim of this study was to develop a competency-based education and training program to support the smooth transition of former seafarers to shore-based roles as Marine Superintendents. An integrated approach combining DACUM analysis and competency-based analysis (CBA) was used to maximize the strengths of both methodologies in identifying job-specific competencies and structuring modular curricula.

In order to develop a competency-based education and training program, a comprehensive literature review encompassing multiple domains relevant to the career transition of seafarers was conducted. Specifically, the review included (1) policy-level changes in the maritime sector that provide the structural backdrop for career transition; (2) prior studies on the career transition of seafarers; and (3) the broader literature on labor market mobility, general educational theory, and HRD strategies in shipping companies. In addition, previous applications of competency-based training models—including the developing a curriculum (DACUM) and competency-based job analysis methodologies—were examined to inform the design and implementation of the proposed training framework.

This review provided critical insights into how technological advancement, particularly in terms of digitalization and sustainability, has redefined the required skillsets for maritime professionals. Additionally, the existing literature highlights both the potential and limitations of current training systems in bridging the skill and competency gaps for seafarers transitioning to supervisory shore-based roles.

2.1. The Eco-Digital Transformation of the Maritime Industry

Chen et al. [1] analyzed global shipping trends and highlighted the simultaneous progression of digitalization, intelligence, and greening within the maritime sector. Xiao et al. [3] systematically reviewed the applications of intelligent shipping technology and green port construction, emphasizing the accelerating impact of IMO regulations on alternative fuels and autonomous vessels [4]. Dewan et al. [17] emphasized the importance of the knowledge of seafarers who are directly involved in implementing energy efficiency measures. Mohammud and Radu [18] detailed the evolving role of seafarers, who require traditional seafaring expertise and competencies in regulatory compliance, multicultural team management, and energy efficiency.

Polina and Momoko [19] focused on the changes in the shipping industry due to Industry 4.0, as well as education and training to improve maritime engineers capabilities. Durlik et al. [7] presented case studies that illustrate the challenges and opportunities related to applying AI to sustainable shipping and green ports.

2.2. Seafarer Career Transition and Competency Gaps

Pettit et al. [6] explored the UK context of ex-seafarers transitioning to shore-based roles and revealed critical competency gaps, particularly in terms of digital skills and compliance with environmental regulations. Barnett et al. [20] identified organizational and physical separations between shipboard- and shore-based functions as key barriers hindering experiential knowledge transfer and limiting career progression for maritime professionals. Theotokas et al. [21] examined the implications of digital transformation in the shipping industry and emphasized that the misalignment between technological innovation and human resource management practices contributes to competency fragmentation. The absence of coordinated digital training and knowledge-sharing frameworks between ships and shores exacerbates gaps in operational understanding.

Ölçer et al. [12] highlighted the lack of structured support systems for career transitions and warned of potential threats to future maritime workforce development.

2.3. Competency-Based Approaches in Maritime Education and Training

Nita and Mayukh [22] advocated competency-based education that goes beyond traditional task-oriented training by emphasizing transferable skills such as systems thinking, adaptability, and regulatory literacy. Emad and Ghosh [14] conducted qualitative research to identify the essential skills for autonomous ship operators, underscoring the importance of hybrid competencies in complex maritime environments. Ghosh et al. [23] focused on CMs for maritime professions to standardize training frameworks. Johns [24] presented a framework that focused on the combination of behaviors or inputs that support competent performance. Demirel [25] discussed how to improve the education system for the maritime sector of teaching and learning activities within the eco-digital paradigm.

3. Framework and Methodology

3.1. Concept and Classification of Job Analysis

The maritime industry is undergoing a significant transformation driven by green and digital paradigm shifts. However, shipping companies are experiencing considerable difficulties in helping experienced seafarers transition to the shore-based position of Marine Superintendents, particularly in acquiring the new technical and competency-based demands posed by this paradigm shift [26]. Job analysis is essential for identifying specific skill and competency gaps and designing educational programs that reflect these demands to address this issue.

Job analysis refers to a systematic and scientific process of identifying the knowledge, skills, abilities, attitudes, experiences, and responsibilities required for successful job performance [27,28,29]. It is a foundational tool for recognizing new competencies that emerge due to shifts in industrial paradigms and for developing effective training and education programs.

Job analysis is crucial for identifying and bridging the technological and competency gaps between seafaring experience and shore-based duties for Marine Superintendents. Job analysis methods are commonly classified into task- and person-oriented approaches, and an integrated application of both is vital for effective analysis.

The task-oriented approach focuses on analyzing specific tasks that were previously performed onboard ships and how the experiential knowledge of seafarers can be effectively transitioned into the shore-based supervisory context [30]. Responsibilities such as ship operation, maintenance, safety, quality assurance, and crew management remain closely linked to seafaring experience. However, this method may fail to reflect the rapidly evolving demands related to green and digital transitions [31].

Conversely, the person-oriented approach focuses on the core competencies required to adapt to new industrial trends. These competencies include knowledge of carbon-reduction technologies, digital ship management, global labor administration, low-carbon fuel operation, AI-based decision-making, and rapid adaptation to international regulatory changes for Marine Superintendents [32,33]. These capabilities go beyond what can be acquired through maritime services alone, necessitating a deeper understanding of cutting-edge technologies, lifelong learning, and complex problem-solving abilities.

Ultimately, a comprehensive job analysis that combines both task- and person-oriented approaches is required for a successful transition from shipboard to shore-based roles [34,35]. This study proposes an integrated competency-based model using the DACUM method to design a structured and practical training curriculum aligned with green and digital paradigms. This curriculum will incorporate skills such as monitoring air pollution emissions, managing multinational crews, transitioning to low-carbon fuels (liquefied natural gas (LNG), ammonia, methanol, hydrogen), digital platform-based smart ship management, and maritime data analysis and automation [36,37,38,39].

Additionally, the training program should align with the United Nations Sustainable Development Goals (SDGs), such as SDG 4 (quality education), SDG 8 (decent work and economic growth), and SDG 13 (climate action), to ensure global relevance and corporate sustainability [40].

3.2. Curriculum Design Based on John Dewey’s Theory of Experience

The transformation of the maritime industry requires an education that emphasizes real-world applications and experiential learning. Transitioning experienced seafarers into shore-based supervisory roles requires an approach that fosters reflective and practice-based learning [32].

This study applies John Dewey’s Theory of Experience as its theoretical foundation. Dewey emphasized that education should be a continuous process of active engagement, reflection, and growth rather than passive knowledge transmission [41]. He stressed the importance of continuity and interaction, where past experiences influence current learning and shape future problem-solving [42].

In the context of accelerated technological advancements and environmental imperatives within the maritime industry, conceptualizing the application of experiential learning theory to the eco-friendly and digital career transition training of seafarers has become increasingly critical. This pedagogical approach is particularly pertinent for seafarers transitioning into shore-based supervisory positions, such as Marine Superintendents, where prior experiential knowledge must be systematically recontextualized to align with emerging operational complexities and managerial responsibilities [43].

Applying Dewey’s principles to the training of Marine Superintendents involves designing an educational program that immerses learners in realistic ship operations, digital systems, multinational crew management, eco-technologies, and safety practices. Training should be structured to incorporate feedback, discussion, and self-reflection, enabling learners to reinterpret their experiences and develop effective responses to complex scenarios [44,45].

Therefore, training programs must integrate theoretical knowledge and practical applications through lectures, hands-on training, and field experience. This structure enables learners to become independent thinkers capable of diagnosing and resolving ship management challenges [46].

3.3. Research Methodology

This study adopted an integrated job analysis method that combines task and person-oriented approaches to develop a training curriculum for Marine Superintendents, as shown in Figure 1.

First, CBA: Key competencies were identified through a competency-based approach, focusing on knowledge–skills–attitudes (KSA) related to maritime data analytics, green policy planning, global labor management, digital technology adaptation, and technical decision-making under international safety regulations.

Second, DACUM Analysis: A DACUM analysis was employed to clarify the specific tasks and technical requirements of the Marine Superintendents. This enabled the identification of key work areas, such as eco-friendly ship operations, fleet management, and risk management. This study applied the DACUM methodology to structurally define the tasks of shore-based Marine Superintendents by deconstructing them into task-level units. Through consultations with field experts, task elements closely linked to superintendent responsibilities were identified, including the operation of eco-friendly marine fuel systems, carbon emission monitoring, digital twin-based maintenance management, and the execution of corporate strategies aligned with the UN SDGs.

Third, Data Collection and Analysis: Direct observation and functional job analysis (FJA) were used to ensure accuracy and reliability. A comprehensive review of previous studies, policy documents, and interviews with job incumbents, managers, and analysts supports this analysis. A detailed functional requirement analysis was conducted for each identified task using FJA in conjunction with the DACUM. FJA enables the structured identification and analysis of what is done, how it is done, and what resources are used, making it possible to clearly define knowledge, skills, tools/resources, procedural complexity, and judgment levels. Based on FJA, it provides a foundation for designing training programs that reflect the core technical competencies and decision-making levels required for occupational role transitions.

Fourth, the DACUM and FJA results were integrated to reconstruct the role of Marine Superintendents using a Core Competency Framework. This enabled the redefinition of the role of a higher-level strategic function aligned with both organizational goals and maritime industrial policy.

Fifth, Expert Review: Three expert panel reviews were conducted (30 September, 18 October, and 1 November 2024) with 20 professionals to validate and refine the proposed competencies and training curricula.

Sixth, Practical Validation: The integrated analysis method was empirically reviewed against the National Competency Standards (NCS) to ensure its applicability to real-world operational, maintenance, safety, and crew management functions in shipping companies.

4. Results

This section presents the empirical findings of the study, which is grounded in an integrated job analysis approach that combines task-oriented and person-oriented methodologies to inform the development of a training curriculum. The analysis is structured around the following three thematic domains.

The classification of occupational tasks based on the developing a curriculum (DACUM) method comes first; second is the identification and prioritization of core competencies through expert consensus; and third is the design of the final training platform model and its implementation strategy.

4.1. Identification of Core Competencies for Shore-Based Ship Superintendents

Traditionally, the occupational competencies of maritime officers have centered on the safe navigation and efficient management of ships, evolving in accordance with the IMO’s Standards of Training, Certification, and Watchkeeping for Seafarers (STCW) conventions. These competencies include knowledge, skills, attitudes, and non-cognitive capabilities [47]. The integration of strategic training frameworks has further emphasized the importance of seafarers’ comprehensive understanding and proficiency in energy-efficient operations [48,49,50].

In particular, the advent of eco-friendly technologies and digital systems has triggered structural changes across the entire operations of shipping companies, influencing navigation and maintenance, safety management, and crew administration. Consequently, the role of shore-based ship superintendents has evolved from mere technical advisors to strategic managers who oversee environmentally sustainable and digitalized ship operations [51].

In this regard, this study used Sparrow’s (1996) tripartite model of competency structures—organizational, managerial, and individual competencies—as its theoretical framework [52]. Based on the general competency taxonomy developed through a systematic review by Arribas-Aguila et al. (2024) [53], the job competencies of shore-based ship superintendents are redefined into three main pillars: (1) technology-based job competency, (2) future-oriented operational and managerial competency, and (3) collaborative and coordination competency, as illustrated in

Table 1. Deriving core competencies of land-based ship supervision duties.

	Definition	Key Components
Core Competency	Basic competencies commonly required across all ship operation-related tasks and essential to achieving organizational goals	Problem-solving ability Algorithm-based digital decision-making skills Collaboration between AI and humans, ship–shore communication, mixed-crew communication Safety leadership
Job-Specific Competency	Technical and professional capabilities required to perform specific ship operation tasks, differentiated by the nature of the job	Technical knowledge Maritime data analysis and utilization Project management Stakeholder engagement (e.g., cargo owners, shipowners)
Future Management Competency	Capabilities needed to respond to changes in the shipping industry and technological innovations in ship operations, focusing on long-term adaptability	Understanding of digital technologies Application of AI and big data. Sustainability and technical strategy planning, Risk management in safety, environment, health, and quality

[54].

First, technology-based job competencies correspond to Sparrow’s individual-level competencies and refer to the specialized technical abilities required to perform practical tasks in ship operations, maintenance, and safety quality management within the context of eco-friendly and digital transitions. Key elements include understanding global safety, environmental and health regulations, and green ship technologies, the management of multicultural crews, proficiency in operating smart ship management systems, and the ability to utilize maritime data analytics and remote monitoring technologies. Moreover, the practical application capabilities of advanced technologies, such as digital twin-based predictive maintenance systems and AI-based risk detection algorithms, are critically important.

Second, future-oriented operational and managerial competencies are analogous to Sparrow’s managerial competencies and center on the principles of sustainable ship management in alignment with corporate sustainability goals. Reflecting the United Nations SDGs, this competency includes designing and implementing sustainable operational strategies, such as applying carbon-reduction technologies, developing eco-friendly fuel strategies, and managing smart maintenance schedules. Additionally, it encompasses ethical considerations and digital accountability in using AI and automation technologies, thereby ensuring long-term value for future generations.

Third, collaborative and coordination competencies are closely related to Sparrow’s organizational competencies and represent a high-level capability that contributes to achieving strategic objectives at the corporate level. Shore-based superintendents are required to coordinate and manage cooperative relationships with various stakeholders, including charterers, shippers, classification societies, port authorities, insurers, and flag states. They must also integrate autonomous ships and smart port systems into their operations, enhancing regulatory responsiveness and international collaboration capabilities at the organizational level.

4.2. Analysis of Seafarers Transitioning to Shore-Based Superintendent Roles

Maritime companies are undergoing a fundamental organizational transformation, shifting from traditional analog-based systems to AI-based digital platform architectures. This transition is not limited to isolated operations but spans across ship management domains, including navigation, maintenance, human resources, safety, and quality assurance. This necessitates radical innovation at the organizational level [21].

In particular, the European Union’s Green Deal and Corporate Sustainability Reporting Directive (CSRD) require maritime companies to move beyond compliance with environmental regulations. Instead, they are called upon to develop new organizational capabilities aligned with achieving carbon neutrality [55].

In this context, the aim of the present study was to derive the role-transition competencies required for marine engineers to move beyond shipboard experience and assume shore-based Marine Superintendent roles that integrate ecological and digital strategic competencies. This was achieved by using the methodology presented in

Table 2. Analysis of experienced seafarers transitioning to vessel supervision.

Job Domain	Key Tasks	Required Knowledge	Required Skills	Attitudes/Qualities
Green and Digital Ship Operation and Management	Voyage planning, safety control, route optimization, crew management	Low-carbon fuels, carbon capture (CCUS), digital twin-based simulation, energy efficiency theory	Operation of safety systems, use of digital twin and remote monitoring, response to simulated scenarios	Responsibility, attention to detail, leadership, digital receptiveness
Green and Digital Cargo Transportation and Logistics	Cargo planning, digital logistics platform operation, automation-based optimization	Eco-logistics systems, AI-based demand forecasting, blockchain-based tracking	Operation of smart logistics systems, logistics simulation, real-time data analysis	Organizational skills, analytical thinking, planning, tech affinity
Understanding of Environmental and Digital Regulations (Domestic and International)	Claims handling (insurance, cargo, vessel), compliance with environmental regulations, SDG reporting	IMO and EU environmental regulations, CSRD, ISO standards, ESG policy frameworks	Legal interpretation/application, ESG reporting, digital report systems	Ethical awareness, compliance, sustainability mindset
Global Green–Digital Leadership and Management	Project management, team leadership, SDG-based collaboration	Sustainable management theory, SDG strategies, organizational innovation	Use of digital collaboration tools, project software operation, practical leadership	Leadership, collaboration, decisiveness, adaptability
Language and Global Competency	Multilingual communication, multicultural teamwork	IMO documentation literacy, global maritime English, cross-cultural sensitivity	Participation in international conferences, multinational teamwork, global platforms	Openness, adaptability, international mindset
Information Technology and Green Data Analysis	Maritime data collection/analysis, IT-based vessel management	AI/ML-based forecasting, IoT sensors, cloud-based ship data systems	AI/ML-based analysis, environmental data visualization, cybersecurity, maritime data management	Analytical thinking, tech application, innovation mindset

.

This study profiles the competency dimensions required for transitioning marine engineers into shore-based Marine Superintendents in four domains: Knowledge, Skills, Attitude, and Quality (KSAQ). Six key job domains were identified based on an analytical framework that balances environmental responsibility and digital innovation. Each domain was further analyzed in terms of core tasks, as well as required knowledge and skills and associated attitudes and personal qualities (i.e., KSAQ). These findin Bold text is not required gs provide fundamental data for developing competency-based training programs, customized curricula for career transition, and competency-based certification systems.

Table 3. Mapping DACUM tasks (DT) to competency types.

DACUM Task (DT)	Job Domain and Key Task	Required Knowledge/Skills	Mapped Competency Type	Mapping Rationale
DT No. 1	Ship operation safety and scenario-based response	Digital twin simulation, energy efficiency, remote monitoring	Technical/Managerial	Requires system operation and scenario-based decision-making
DT No. 2	Multinational crew/team management	Cross-cultural communication, leadership tools	Collaborative/Managerial	Involves people-oriented leadership and communication
DT No. 3	Smart logistics and automation platform operation	AI-based demand forecasting, logistics simulation	Technical/Collaborative	Combines digital tools with cross-functional coordination
DT No. 4	ESG- and SDG-based project execution	ESG reporting, sustainability planning	Managerial	Requires project management and regulatory integration
DT No. 5	Claims handling and regulatory compliance	Legal interpretation, CSRD, IMO/ISO standards	Managerial/Technical	Demands policy interpretation and formal documentation
DT No. 6	Maritime data collection and predictive analytics	AI/ML tools, IoT/cloud systems	Technical	Focused on data science, modeling, and digital tools

provides a structured mapping between DACUM-derived job tasks (D.T1–D.T6) and the corresponding competency domains, including technical, managerial, and collaborative, thereby ensuring coherence between task-level analysis and the broader competency framework required in the context of green and digital maritime transformation. To address the lack of systematic linkage in previous studies between micro-level tasks and macro-level competencies, this study applies a revised model based on Sparrow’s tripartite taxonomy. The original dimensions, including individual, managerial, and organizational, are adapted as technical, managerial, and collaborative competencies to reflect the functional requirements of shore-based ship supervision.

Table 4. Competency classification matrix.

Competency Type\DACUM Task (DT)	Technical	Managerial	Collaborative
DT No. 1 Ship operation safety and scenario response	●	●	○
DT No. 2 Multinational crew/team management	○	●	●
DT No. 3 Digital logistics and platform operation	●	○	●
DT No. 4 ESG- and SDG-based project execution	○	●	○
DT No. 5 Claims handling and compliance reporting	●	●	○
DT No. 6 Maritime data analytics and AI forecasting	●	○	○

Matrix symbols: ●: Strong alignment (primary required competency), ○: Partial/supportive alignment (secondary relevance).

visualizes the degree of alignment between each task and the competency domains using symbolic indicators. This matrix supports the development of competency-based curricula by identifying priority areas for training and capacity building.

4.3. Expert Consultation-Based Competency and Job Analysis: A Keyword Network Approach

This study involved three rounds of expert consultations to validate and refine the derived core competencies and job analysis results. Each round included 20 subject matter experts. During the consultations, all participants were verbally informed in advance that their personal information would remain confidential and that the data collected would be used exclusively for research purposes. Informed consent was therefore obtained verbally in lieu of written consent. Only data relevant to the research objectives were analyzed, and all personally identifiable information was excluded. According to Article 2 Paragraph 1 of the Enforcement Rule of the Bioethics and Safety Act of the Republic of Korea, this study does not fall under the category of "human subjects research" that requires Institutional Review Board (IRB) approval, as it does not involve the collection of personally identifiable health or bio-information nor any medical intervention. Therefore, IRB approval was not required for this study.

Three rounds of expert panel discussions were conducted, each comprising 20 subject matter experts. Keyword extraction and evaluation were performed based on cumulative frequency using a co-occurrence-based automated analysis algorithm embedded in NetMiner 4.5 software. Prior to the analysis, standard text preprocessing procedures—such as stop word removal and stemming—were applied to improve data quality and consistency. To ensure the reliability of the coding process, intercoder agreement was assessed through cross-validation between two independent coders. The analysis yielded a Cohen’s Kappa coefficient of 0.82, indicating a substantial level of agreement and confirming the reliability of the coding results [56].

The academic version of NetMiner 4.5, a specialized software for social network analysis (SNA), was used to quantitatively analyze the consultation data [57]. A co-occurrence-based keyword network analysis was performed after preprocessing the textual data from each session. This method visualizes the interaction structure among key concepts relevant to the Marine Superintendent role-transition curriculum and identifies the centrality of important concepts (e.g., betweenness and degree centrality) to highlight their significance. Frequency data were also extracted to visualize the keyword prominence.

The visualization capabilities of NetMiner 4.5 were especially useful in identifying the positional influence of core keywords within complex network structures, providing critical guidance for curriculum design and prioritization of sub-modules.

According to the findings of the first expert consultation (held on 30 September 2024), a clear consensus emerged on the necessity of competency-based job analysis for seafarers transitioning to shore-based Marine Superintendent roles, as presented in

Table 5. Keywords identified from the first consultation: results of semantic network analysis.

Keyword	Frequency
Digital Transition	20
Curriculum	17
Career Development Plan (CDP)	17
Job Transition Training	11
Green Transition	9
Carbon Neutrality	8
Digital Literacy	7
Sea Service Experience	6
Professional Workforce	6
Smart Port	5
Autonomous Vessel	4
International Labor Management	3
Multicultural Leadership	3
Environmental, Health, and Safety (EHS) Literacy	3

. Experts have emphasized that mere onboard experience is no longer sufficient to meet the specialized problem-solving competencies demanded under the macro-level pressures of digital and green transitions in the maritime sector’s modern shore-based roles. As such, they strongly advocated for developing a structurally improved job transition training curriculum.

The keyword network analysis of this session revealed that the term “digital transition” (mentioned 20 times) was a central node, reflecting the industry’s structural shift that cannot be addressed through short-term training or workforce redeployment alone. Keywords such as AI, IoT, autonomous shipping, smart ports, and digital ship management platforms indicate the emergence of a fundamentally different skill set from traditional seafaring, necessitating the integration of digital literacy-focused educational content.

Furthermore, the terms “curriculum” (17 times) and “Career Development Plan (CDP)” (17 times) emerged with equal prominence, reflecting a shared recognition among experts of the need for a comprehensive, lifecycle-based human resource development framework. This highlighted the importance of establishing a career rollover model that enables marine officers to rotate between sea and shore assignments over time (e.g., after 3–5 years of seafaring), thus ensuring long-term talent sustainability in the shipping industry.

The recurring term “job transition training” (11 times) also surfaced as a practical mechanism to address the current limitations of experience-based personnel management systems. This underscored the necessity of designing and institutionalizing education programs tailored to the responsibilities of Marine Superintendents rather than relying solely on accumulated sea services.

The analysis of node–edge relationships within the network further revealed a tightly interconnected web of terms, such as “digital literacy,” “green transition,” “carbon neutrality,” “job transition,” “sea service experience,” “skilled workforce,” and “training curriculum.” This indicated that the expert panel perceived the technical and competency-based transition of marine engineers as a multifaceted challenge.

Additionally, in light of the increasing prevalence of mixed-crewed vessels (i.e., ships staffed by multinational crews), experts have emphasized the importance of developing structured curricula to enhance competencies in communication; multicultural leadership; international labor management; and environmental, health, and safety (EHS), areas that are typically excluded from traditional maritime education.

The second expert consultation (held on 18 October 2024) reaffirmed the critical need to design a structured training curriculum to support the career transition from experienced seafarers to shore-based Marine Superintendents. As outlined in

Table 6. Keywords identified from the second consultation: results of semantic network analysis.

Keyword	Frequency
Public Support	18
Career Development Plan (CDP)	15
HR Management	14
EHS Competency	14
Digital Capability	13
Regional Education Support (RISE)	11
Quadruple-Helix Collaboration	10
Lifecycle Training System	9
DAM Function	8
Multicultural Management	7
Labor Management	7
Integration of Digital + EHS	6

, experts emphasize that the maritime industry is undergoing a structural transformation driven by digitalization and increasingly stringent environmental regulations. In this context, a shared consensus emerged that traditional seafaring experience alone can no longer meet the advanced and multifaceted competencies required for land-based maritime management roles.

The keyword network analysis of the consultation revealed frequent mentions of terms such as “public support” (18 times), “career development planning (CDP)” (15), “human resource management” and “EHS competencies” (14 each), and “digital capabilities” (13). These terms were central to the discussions and reflected the recognition that the objective of transition training must extend beyond basic technical adaptation toward the internalization of advanced job competencies compatible with new digital and green paradigms.

Experts have further highlighted the necessity of linking such training with formal (re)education pathways and emphasized the importance of policy-driven public support for maritime workforce development. Specifically, given the limited financial and institutional capacity of small- and medium-sized shipping enterprises (SMEs), the panel suggested the integration of funding mechanisms, such as employment insurance reimbursement schemes and regional financial innovation programs like the Regional Innovation System and Education (RISE), to support training costs. They should be coordinated under a quadruple-helix collaboration framework involving industry, academia, research institutions, and public agencies.

Additionally, the consultation stressed that these training programs should not be conceived as short-term upskilling initiatives but rather designed as lifelong, cyclical CDP frameworks. Such frameworks should accommodate the rotational nature of maritime careers between onboard and shore-based positions, while simultaneously functioning as a “DAM” mechanism to retain skilled professionals within the maritime industry and prevent talent attrition to other sectors.

Moreover, the experts agreed that transition training should incorporate both hybrid and interdisciplinary competencies. These include digital literacy, EHS management, multicultural organizational leadership, and labor and crew management. These competencies are increasingly essential for effective supervision in modern, internationally staffed, and digitally enabled maritime operations.

The third expert consultation (held on 1 November 2024) focused on the structural design of educational systems and the incorporation of practice-oriented learning methods to support the transition of seafarers into shore-based Marine Superintendents. As shown in

Table 7. Keywords identified from the third consultation: results of semantic network analysis.

Keyword	Frequency
Practice-Based Education	26
Marine Officer (Seafarer)	19
Training System	19
CDP Design	17
CDP (Career Development Plan)	15
Job Analysis	14
Digital Transformation	10
Public Support	9
Career Management	9
Sea Service Experience	8
Basic Training	8
Potential	8
Government Agencies	7
Strategic Solutions	7
Digital Capability	7
Core Infrastructure	6
Necessity	5

, the term “practice-based education” was the most frequently mentioned keyword (26 times), reflecting a strong consensus among experts regarding the limitations of traditional theory-driven instructional models. Instead, they emphasized the need for a shift toward case-based learning and discussion-centered pedagogies that reflect the complexities of real-world maritime operations.

Keyword network analysis from the session revealed prominent interconnections among “CDP design,” “job analysis,” and “career management,” indicating that the experts recognized the need for a systemic and integrated approach to career support, extending beyond fragmented training modules. Other frequently cited terms—such as “sea service experience,” “public support,” and “core infrastructure”—underscore the importance of a lifecycle-based education framework that supports technical upskilling and long-term professional development and industry retention.

Furthermore, the keyword “training system” was semantically linked to concepts such as “simulation,” “hands-on experience,” “shore-based context,” and “strategic solution,” highlighting the urgent need to establish an educational infrastructure capable of delivering realistic and impactful training experiences. These findings pointed to a critical policy imperative: developing high-fidelity training environments that accurately simulate the operational scenarios encountered by shore-based maritime professionals.

With respect to the CDP design, multiple experts stressed the inadequacy of generic manuals and advocated customized task analysis based on vessel type and job category. This would enable the identification of specific competency elements required in the field, which should then be systematically integrated into the curriculum design. Such an approach would ensure that the training is tailored, context-sensitive, and aligned with the dynamic demands of shore-based supervisory roles in the maritime industry.

4.4. Transition Curriculum for Marine Superintendents

Design of a Common (Foundational) Curriculum for Shore-Based Marine Superintendents

The responsibilities of shore-based Marine Superintendents are divided into specific functional roles, such as vessel operations, maintenance, and safety management. Accordingly, the common (foundational) curriculum has been designed independently of these specializations, with the goal of equipping seafarers with the core competencies required to transition to supervisory roles in shipping companies operating within green and digital paradigms.

The curriculum design process began with a DACUM analysis and an FJA to deconstruct the superintendent’s role in task-level elements and derive the KSAQ. Based on this structure, insights were collected through three expert consultations, and a competency-based framework was developed that included clear educational objectives, curriculum content, time structure, and core competency linkages, as shown in

Table 8. Core curriculum: foundational training for shore-based Marine Superintendents.

Item	Description
Program Title	Foundational Curriculum for Shore-Based Marine Superintendents in the Green and Digital Paradigm
Duration	2 days (16 h total)
Level	National Competency Standards (NCS), Level 6 (bachelor’s level equivalent)
Target Participants	Seafarers with fundamental competencies, including language proficiency, who intend to transition to shore-based marine superintendent roles aligned with green and digital objectives
Objective	To support the systematic acquisition of key competencies in carbon reduction, low-carbon fuel operations, environmental, health, and safety (EHS) compliance, and digital vessel management—enabling seafarers to evolve into practical, sustainable, and strategic supervisors in shore-based maritime organizations
Module Title	Hours	Key Training Content	Core Competency	Module Type
Understanding the Roles and Responsibilities of Green–Digital Transition Managers	4 h	- Redefining supervisory roles for shore-based marine professionals - Role adaptation in response to carbon neutrality and digital transformation - Leadership and influence strategies for sustainable management	Leadership, Teamwork, Interpersonal Skills	Competency Development Module
Practical Process Management for Sustainable Operations	4 h	- Setting and achieving green KPIs - Managing digital workflow automation and energy optimization - ESG performance and feedback loop techniques	Strategic Thinking, Achievement Orientation, Planning and Organization	Technical Skill Module
Global Environmental Strategy and Digital Decision-Making	4 h	- Emerging technologies: autonomous ships, smart management - Practical application of digital twin, AI risk prediction, and CCS - Crisis decision-making simulation training	Strategic Thinking, Problem-Solving, Information Utilization	Technical Skill Module
Strategies for Global Green–Digital Collaboration Networks	4 h	- Understanding international environmental regulations (IMO, EU) - Simulation of stakeholder communication and cooperation - Conflict resolution, negotiation, and EHS coordination techniques	Negotiation, Persuasion, Communication Skills	Competency Development Module

.

This foundational programme integrates theoretical instruction with practice-based learning. It emphasizes cross-functional competencies, such as green technology, digital vessel management, global EHS compliance, and multicultural organizational coordination, thereby preparing seafarers to become capable, future-oriented supervisors in shore-based positions.

The specific advanced training curriculum for shore-based Marine Superintendents was structured as a professional development framework to respond to the ongoing structural transformation of the maritime industry, characterized by digitalization and environmental sustainability. The program aims to cultivate the integrated technical and managerial expertise required for experienced seafarers to transition to land-based supervisory roles in shipping companies.

The curriculum has been differentiated into four specialized domains, each aligned with the changing operational demands of the maritime sector: Vessel Operation Supervision, Maintenance Supervision, Safety, Environment, and Quality Supervision, and Maritime Labor Management Supervision.

Each training session is outlined in

Table 9. Advanced track-specific training curriculum for shore-based Marine Superintendents.

Item	Description
Program Title	Advanced Track-Specific Curriculum for Shore-Based Marine Superintendents in the Green and Digital Paradigm
Duration	1 day (8 h per track)
Level	National Competency Standards (NCS), Level 6 (bachelor’s level equivalent)
Target Participants	Seafarers with foundational competencies, including language proficiency, seeking to transition into shore-based supervisory roles in vessel operations, maintenance, safety, or crew/labor management under green and digital paradigms
Objective	To develop strategically capable human resources by fostering integrated technical and managerial competencies required for experienced seafarers transitioning to supervisory roles in response to the structural transformation of the maritime industry
Module Title	Hours	Key Training Content	Core Competency	Module Type
Vessel Operations Supervision	8 h	- Low-carbon route optimization- Operation of alternative fuels (hydrogen, ammonia, methanol) - Utilization of autonomous navigation systems - Emissions monitoring (e.g., IMO DCS) and global reporting - Strategic voyage planning - Global communication	Integration of digital technology, strategic navigation skills	Competency Development Module
Vessel Maintenance Supervision	8 h	- Maintenance of LNG/ammonia/methanol propulsion systems- Digital twin-based condition monitoring - Predictive maintenance systems - Optimization of green equipment performance - Fault prediction and response - Diagnostics for eco-friendly systems	Technical oversight, diagnostics, and maintenance expertise	Technical Skill Module
Safety and Environmental Supervision	8 h	- Practical application of ISM, MARPOL, SOLAS- PSC, VIQ, VPQ inspection readiness - Marine incident simulations - Emergency response via digital platforms - Safety communication in multicultural crews - Real-time crisis management	Regulatory interpretation, emergency readiness, safety leadership	Technical Skill Module
Labor and Crew Management Supervision	8 h	- Implementation of ILO/MLC standards - AI-based crew planning - Strategies for managing multinational crews - Safety culture and EHS onboard d Esign - Global labor relations - Data-driven HR analysis	International HRM, data literacy, safety-focused leadership	Competency Development Module

, and its core features are summarized as follows:

First, the Vessel Operation Supervision curriculum was designed to enhance practical competencies for integrating green and digital technologies into navigation strategies, which is in line with the industry’s decarbonization and digitalization efforts. The curriculum covers topics such as low-carbon route optimization, alternative marine fuel management, and the application of autonomous navigation systems. Practical case-based modules include vessel emission monitoring and implementing global reporting mechanisms, such as the IMO’s Data Collection System (DCS). Trainees are expected to develop capabilities for strategic voyage planning and global fleet management, including cross-cultural communication within multinational vessel operations.

Second, the Maintenance Supervision curriculum addresses the increasing adoption of eco-friendly propulsion systems. It aims to strengthen advanced technical skills in navigation, communication, and hull and engine maintenance. This includes both theoretical and practical training on LNG-, ammonia-, methanol-, and hydrogen-based propulsion systems, along with green equipment diagnostics. It emphasized predictive maintenance using digital twin-based monitoring systems, fault detection and response, and the performance optimization of green maritime technologies.

Third, the Safety, Environment, and Quality Supervision curriculum is oriented toward building practical competencies in applying international safety regulations and inspection protocols (e.g., PSC, VIQ, VPQ, and CDI). The key components include communication strategies in multicultural crew environments, simulation-based training for hazardous materials and fire incidents, and the use of digital platforms for real-time incident reporting and emergency response planning.

Fourth, the Maritime Labor Management Supervision track focuses on enhancing personnel management capabilities in response to the complexity of the globalized crew supply chain. Topics include International Labor Organization (ILO) and Maritime Labor Convention (MLC) implementation, contract and performance evaluation for multinational crews, and the design of re-boarding and welfare support systems for returning seafarers [58]. The curriculum emphasizes onsite HR practices that support mixed-crew operations and culturally diverse workforce structures.

5. Discussion

This study proposes an integrated framework for the design of a career development-based training system, addressing the limitations of previous fragmented approaches—namely, qualification-based education systems, task-oriented human resource development (HRD) studies, and conventional research on seafarers’ transitions to shore-based roles. By synthesizing these distinct strands, the framework offers a cohesive model for competency development in maritime career transitions.

In addition, it provides an empirical analysis of the necessity of designing a structured educational framework that supports the systematic career transition of experienced seafarers into shore-based superintendents in response to the structural transformation of the maritime industry driven by green and digital paradigms. It emphasizes that for seafaring expertise to circulate sustainably within the maritime sector, it is imperative to move beyond simple job reassignment. Instead, it calls for developing structured training programs that account for job role compatibility, technology transfer, and adaptability between onboard and shore-based organizational systems. Furthermore, it offers a practical and design-centered solution for maritime workforce development.

By integrating task-based DACUM analysis with a competency-based (person-oriented) approach, this study systematically identified the core competencies required for seafarers to transition to shore-based superintendent positions successfully. Furthermore, developing a common (foundational) curriculum and specialized advanced programs tailored to key functional areas (navigation, maintenance, safety, and maritime HR management) offers a comprehensive, job-integrated learning model that aligns with the technical, managerial, and organizational demands of the role. The integrated job-based learning model was structured in alignment with the SDGs, as illustrated in

Table 10. Job-integrated learning model and SDG linkage.

Item		Description
SDG 4	Quality Education	Structured training for maritime officers transitioning to green and digital careers
SDG 8	Decent Work and Economic Growth	Facilitating sustainable job creation in the maritime sector by supporting the transition of seafarers into shore-based supervisory roles, such as Marine Superintendents
SDG 13	Climate Action	Development of technical competencies to enable the effective operation of environmentally sustainable vessels

.

The following three strategic directions are proposed to enhance the effectiveness of this educational framework:

First, the design of a hybrid learning system that reinforces job role compatibility based on seafarers’ prior experience is essential. Training must include deepened theoretical knowledge and practice-based learning, aligned with the specific nature of each position, to ensure successful adaptation to shore-based roles. This entails developing a blended training architecture that combines theoretical modules, hands-on simulations, and experiential learning rooted in DACUM-defined task structures and FJA-identified functional competencies. The curriculum must be implemented through digital platforms that enable integrated online and offline learning to overcome spatial and temporal limitations. Moreover, adaptive learning paths should be established to enable customized learning trajectories based on each learner’s prior sea experience and competency level.

Second, the framework requires the development of a competency-based assessment system and feedforward-oriented feedback mechanism to ensure continuous improvement and alignment with job performance. Rather than operating as a one-time intervention, the curriculum must incorporate an evaluation structure that regularly measures consistency between learner competencies (knowledge, skills, attitudes, and qualifications) and training outcomes. A field-based performance feedback loop should also be institutionalized to monitor post-training job execution. Given the rapid evolution of green and digital maritime technologies, the curriculum should be organized into modular learning units that can be immediately updated and adapted. Therefore, a flexible curriculum architecture is essential for enabling timely adjustments in response to changes in industry demands and job roles.

Third, the institutionalization of a digitally integrated Seafarer Success Support Platform is proposed as an imperative national policy designed to facilitate circular seashore career development. At this inflection point in maritime transformation, the traditional linear career model must evolve into a multidirectional and cyclical career system that encompasses both seagoing and shore-based career stages. In particular, institutional support at the national level is essential. It is imperative to integrate government-led retraining programs—such as those based on the national employment insurance system—into the proposed digital platform. This study proposes that such a platform be linked to lifecycle-based CDP and supported through institutional and policy frameworks.

The Seafarer Success Support Platform should offer a “whenever–wherever–whoever” learning ecosystem, enabling flexible and inclusive access to training across all career phases, i.e., deployment, role change, leave, and re-boarding. The platform must support adaptive learning pathways tailored to individual needs and career transitions. All training modules should be delivered through modular structures and maintained under a flexible, real-time, and adjustable curriculum. This ensures a sustainable cycle of job transition, competency development, workplace application, and performance evaluation, thus contributing to long-term workforce resilience in the maritime industry. (See Figure 2).

6. Conclusions

This study empirically examined the urgent need to establish a structured training system for career transition into shore-based Marine Superintendent roles as a practical solution to address the risk of career discontinuity among skilled seafarers amid a major structural shift toward green and digital transformation in the maritime industry. Specifically, it integrated the DACUM method and competency-based job analysis to identify the core job competencies required for seafarers to transition into increasingly complex and integrated shore-based supervisory positions effectively.

The outcomes of this study involve the design of both a common (foundational) curriculum and track-specific advanced programs linked to a lifecycle-based CDP model for seafarers. In addition to a standalone training initiative, this study proposed the establishment of a collaborative governance platform that integrates stakeholders from industry, academia, research, and government from a policy perspective. This highlights the study’s broader significance: it presents a mechanism for re-skilling and strategically restructuring maritime human resource cycles to secure long-term industrial competitiveness.

However, the scope of this study was confined to the context of Korea’s maritime industry and the occupational characteristics of Korean seafarers. Therefore, generalizability to other national contexts may be limited. In addition, the linkage to SDGs was also limited in scope, focusing only on selected goals that are directly relevant to the research objectives. Moreover, since the proposed educational programs have not yet been empirically tested through actual implementation, future research is needed to evaluate their effectiveness and develop actionable strategies and legislative frameworks for their institutionalization.

While this study proposes a conceptual design for an integrated training model, further empirical validation is essential. Subsequent research should involve pilot testing the curriculum and conducting a systematic assessment of its outcomes to inform future policy development and educational program refinement.

Nevertheless, this study offers several key academic and policy implications.

First, by addressing the limitations of traditional seafarer training models, which have overlooked post-sea career transitions, this study presents an integrated training pathway that includes a shift to shore-based roles. This offers a new direction for cultivating hybrid professionals who can meet the diverse competency demands of a rapidly evolving maritime sector.

Second, by proposing a cyclical seashore career model, this study contributes to the design of sustainable human resource circulation systems in the maritime industry. This system enables seamless flow among sea services, shore-based assignments, and re-embarkation, ensuring long-term talent retention.

Third, this study extends the scope of occupational training from educational institutions to a collaborative governance platform that involves key stakeholders in policy, industry, education, and labor. This framework facilitates an integrated system that aligns individual training, corporate career development, and government policy planning.

Looking ahead, it is necessary to pursue the following goals:

• Empirical assessments of the proposed curricula;
• Comparative international studies;
• An in-depth exploration of the design and institutionalization of the proposed Seafarer Success Support Platform.

If such efforts are sustained, Korea’s maritime industry will be better positioned to build a stable and sustainable seashore occupational transition system, thereby strengthening competitiveness amid the rapidly evolving global maritime paradigm.