Smart Port Technology Readiness and Multidisciplinary Curriculum Integration in Vocational Maritime Education

Abstract

Smart port technologies are increasingly transforming port operations and creating new competency requirements for deck officers, while vocational maritime education has not fully incorporated these developments into existing curricula. This study examined the smart port technology readiness of Nautika cadets, identified industry and curricular gaps, and evaluated an integrated instructional intervention. A sequential mixed-methods design was employed involving 180 Level 2 and Level 3 Nautika cadets from AMANJAYA, AMD, and STMT Malahayati, 30 maritime industry professionals, and 12 Nautika lecturers. Quantitative data were collected using the 50-item Smart Port Technology Readiness Index (SPTRI), while qualitative data were obtained through focus group discussions and industry interviews. A Technology Integration Module (TIM) was subsequently implemented with 60 cadets and compared with a matched group of 60 cadets. The baseline overall SPTRI score was 2.77/5.00, indicating a developing level of readiness, while machine learning comprehension recorded the lowest score at 2.48/5.00. Only 27% of industry professionals considered recent Indonesian Nautika graduates adequately prepared for smart port interaction. Following the intervention, the pilot group increased from 2.75 to 3.94, with an overall Cohen's d of 2.24, whereas the comparison group showed minimal change. The findings demonstrate substantial technology-readiness gaps and support the Multidisciplinary Technology Readiness framework as a practical curriculum integration model. Embedding smart port technology across existing Nautika courses can strengthen cadet readiness without creating additional courses.