From Classroom to Coastline: Integrating Sustainability, Green Technology, and ESG Leadership into Maritime Vocational Curricula

Abstract

The transition toward low-carbon and environmentally responsible shipping is creating new competency requirements for maritime vocational graduates. This study examined the gap between sustainability competencies required by the maritime industry and those addressed in Nautika curricula, developed a Green Compass curriculum framework, and evaluated its initial instructional effectiveness. A sequential mixed-methods design was conducted across AMANJAYA, AMD, and STMT Malahayati from April 2025 to January 2026. The study involved 180 cadets and 15 industry stakeholders in the needs analysis, a 20-expert Delphi panel for framework validation, and a six-week pilot involving 60 cadets and a 60-cadet comparison group. Baseline competency was low, particularly in ESG Leadership (M=2.18/5.00), followed by Green Port Operations (M=2.61) and Technical Green Competency (M=2.84). Sustainability content represented approximately 5.3% of mapped curriculum contact hours, while ESG Leadership was not explicitly addressed. The pilot produced significant improvements in all domains, with the strongest gain in ESG Leadership (d=2.12). Delphi validation reached 88.4% consensus. The findings support integrating technical green competencies, green port operations, and ESG literacy into existing Nautika courses through interdisciplinary curriculum integration and lecturer professional development.