Abstract
The maritime industry contributes to pollution, including oil spills, air emissions (such as sulphur oxides and nitrogen oxides), and ballast water discharge, negatively impacting marine ecosystems. As the global maritime industry continues to move towards stricter environmental regulations, endorsed by the International Maritime Organisation’s (IMO) MARPOL Convention (which mandates the reduction of pollution from ships), and more sustainable practices, future ship engineers with environmental competence are crucially needed to meet the demands of the evolving industry. This study explored the use of e-learning facilitated by the LMS Moodle platform for future specialists in ship technical systems and complex operations, particularly in developing environmental professional competence during the Maritime English course. To achieve the research objective, a survey method was employed to collect and analyse information on the development of environmental professional competence among students during discussions in English for Specific Purposes (ESP) classes. The findings indicated that the use of e-courses on the LMS Moodle platform and e-learning through Zoom video conferences significantly contributes to the formation of professional competence among future seafarers. The combination of these technologies provided an interactive approach to learning, allowing students to access educational materials at a time convenient for them and actively participate in distance learning. This method fostered the development of independent work skills, critical thinking, and enhances understanding of specialised topics through interactive discussions and real-time exchange of ideas. The practical value of this research lies in its potential application by teachers when preparing lessons for English for Specific Purposes (ESP), literature, history, and other subjects
Keywords
maritime institutions; marine environment; digitalisation; LMS Moodle; Maritime English; e-learning
References
[1] Bekteshi, E., Shala, M., & Xhaferi, B. (2021). Challenges of English teaching in engineering courses. Journal of Modern Research in English Language Studies, 8(4), 1-20. doi: 10.30479/jmrels.2020.13275.1640.
[2] Declaration of Helsinki. (2013). Retrieved from https://www.wma.net/what-we-do/medical-ethics/declaration-of-helsinki/.
[3] Dewan, M., & Godina, R. (2024) An overview of seafarers’ engagement and training on energy efficient operation of ships. Marine Policy, 160, article number 105980. doi: 10.1016/j.marpol.2023.105980.
[4] Kondratenko, L.O., Samoylenko, H.T., Kiv, A.E., Selivanova, A.V., Pursky, O.I., Filimonova, T.O., & Buchatska, I.O. (2021). Computer simulation of processes that influence adolescent learning motivation. CTE Workshop Proceedings, 8, 495-506. doi: 10.55056/cte.303.
[5] Kurban, C.F. (2018). Designing effective, contemporary assessment on a flipped educational sciences course. Interactive Learning Environments, 27(8), 1143-1159. doi: 10.1080/10494820.2018.1522650.
[6] Liashenko, U. (2024). Training of future ship engineers and electricians by means of competence, communicative and interdisciplinary approaches. ScienceRise: Pedagogical Education, 3(60), 4-9. doi: 10.15587/2519-4984.2024.305117.
[7] Loh, A., Shankar, R., Ha, S.., An, J.G., & Yim, U.H. (2020). Stability of mechanically and chemically dispersed oil: Effect of particle types on oil dispersion. Science of the Total Environment, 716, article number 135343. doi: 10.1016/j.scitotenv.2019.135343.
[8] Lytvynova, S.H. (2015). All-Ukrainian project “Cloud services in education” as a factor of development of cloud-oriented educational environments in general educational institutions. Cloud-Based Learning Environment, 13, 16-23. doi: 10.55056/nocote.v13i0.878.
[9] Mezentseva, S.V. (2020). A new culture of broadcasting knowledge in the conditions of the digital educational environment of an artistic university (about the experience of working in the Moodle and Moodle Music Systems). ICONI, 3, 80-86. doi: 10.33779/2658-4824.2020.3.080-086.
[10] Mohan, D. (2018). Flipped classroom, flipped teaching and flipped learning in the foreign/second language post-secondary classroom. Nouvelle Revue Synergies Canada, 11. doi: 10.21083/nrsc.v0i11.4016.
[11] Official website of the International Maritime Organisation. (n.d.). Retrieved from https://www.imo.org.
[12] Oloruntobi, O., Mokhtar, K., Gohari, A., Asif, S., & Chuah, L.F. (2023). Sustainable transition towards greener and cleaner seaborne shipping industry: Challenges and opportunities. Cleaner Engineering and Technology, 13, article number 100628. doi: 10.1016/j.clet.2023.100628.
[13] Rasool, J.A., & Dawood, S.S. (2021). Evaluate the use of Moodle Platforms for education in University of Duhok using online survey application. International Journal of Machine Learning and Computing, 11(2), 152-157. doi: 10.18178/ijmlc.2021.11.2.1028.
[14] Schaffzin, K.T. (2016). Learning outcomes in a flipped classroom: A comparison of civil procedure ii test scores between students in a traditional class and a flipped class. University of Memphis Law Review, 46(3), 661-693. doi: 10.2139/ssrn.3956257.
[15] Semerikov, S., Striuk, A., Striuk, L., Striuk, M., & Shalatska, H. (2020). Sustainability in software engineering education: A case of general professional competencies. E3S Web of Conferences, 166, article number 10036. doi: 10.1051/e3sconf/202016610036.
[16] Sherman, M., Samchynska, Y., Sikelinda, M., & Yurzhenko, A. (2020). Formation of digital and research competences in the training of it professionals in a modern university. Information Technologies in Education, 44, 18-30. doi: 10.14308/ite000722.
[17] Shintial, Y., Asikin, M., & Mascarinas, A. (2024). The implementation of English for specific purposes in maritime vocational schools (MVS). Nestia Journal, 1(1).
[18] Soon, Z.Y., Jung, J-H., Loh, A., Yoon, C., Shin, D., & Kim, M. (2021). Seawater contamination associated with in-water cleaning of ship hulls and the potential risk to the marine environment. Marine Pollution Bulletin, 171, article number 112694. doi: 10.1016/j.marpolbul.2021.11269.
[19] Striuk, A.M., & Semerikov, S.O. (2022). Professional competencies of future software engineers in the software design: Teaching techniques. Journal of Physics: Conference Series, 2288(1), article number 012012. doi: 10.1088/1742-6596/2288/1/012012.
[20] Tsimplis, M. (2020). Marine pollution from shipping activities. In Maritime law (pp. 403-464). Abingdon: Taylor & Francis.
[21] Tyron, O., Korieshkova, S., Didenko, M., & Kaminska, S. (2020). Psycho-pedagogical approaches to the design of English learning course for ship engineers. International Journal of Engineering Pedagogy (iJEP), 10(6), 21-35. doi: 10.3991/ijep.v10i6.14107.
[22] Valko, N.V., Osadchyi, V.V., & Kruhlyk, V.S. (2021). Cloud resources use for students’ project activities. CTE Workshop Proceedings, 8, 304-317. doi: 10.55056/cte.240.
[23] Volkova, A. (2021). Making sense of simulators in teaching maritime English. Actual Questions of Humanitarian Studies, 42(3), 34-39. doi: 10.24919/2308-4863/42-3-6.
[24] Yakhontova, T.V. (2003). English academic writing for students and researchers (2nd ed.). Lviv: PAIS.
[25] Zaitseva, N.V., Symonenko, S.V., & Osadchyi, V.V. (2022). A blended English for specific purposes course with the focus on critical thinking skills development for computer science students. Journal of Physics: Conference Series, 2288(1), article number 012037. doi: 10.1088/1742-6596/2288/1/012037.
[26] Zinchenko, S., Tovstokoryi, O., Nosov, P., Popovych, I., & Kyrychenko, K. (2022). Pivot Point position determination and its use for manoeuvring a vessel. Ships and Offshore Structures, 18(3), 358-364. doi: 10.1080/17445302.2022.2052480.