Denizcilik eğitiminde karbonsuzlaştırma bilgi durumunun değerlendirilmesi: Bir eğitim modülünün etkililik sınaması
Bridging the knowledge gap: Evaluating the impact of decarbonization training in maritime education
- Tez No: 958349
- Danışmanlar: DOÇ. DR. BURAK ZİNCİR
- Tez Türü: Yüksek Lisans
- Konular: Denizcilik, Marine
- Anahtar Kelimeler: Denizcilik eğitimi, Enerji verimliliği, Eğitim etkinliği, Maritime education, Energy efficiency, Effectiveness of training
- Yıl: 2025
- Dil: Türkçe
- Üniversite: İstanbul Teknik Üniversitesi
- Enstitü: Lisansüstü Eğitim Enstitüsü
- Ana Bilim Dalı: Deniz Ulaştırma İşletme Mühendisliği Ana Bilim Dalı
- Bilim Dalı: Deniz Ulaştırma Mühendisliği Bilim Dalı
- Sayfa Sayısı: Belirtilmemiş.
Özet
Uluslararası Denizcilik Örgütü (IMO), deniz taşımacılığının çevresel etkilerini azaltmak amacıyla belirlediği“temiz gelecek”hedefleri doğrultusunda kapsamlı bir strateji benimsemiştir. IMO'nun Temmuz 2023'te yenilediği ve 2050 yılına kadar veya civarında net sıfır sera gazı (GHG) emisyonuna ulaşma hedefini içeren yeni stratejisi (IMO Resolution MEPC.377(80), 2023), sektörü köklü bir dönüşümle karşı karşıya bırakmıştır. Bu iddialı hedeflere (2030 ve 2040 için %20-%30 ve %70-%80 azaltım hedefleri dahil) ve EU ETS, FuelEU Maritime gibi bölgesel düzenlemelere uyum sağlamak, yalnızca teknolojik yenilikleri değil, aynı zamanda bu değişimleri yönetecek yüksek yetkinlikte deniz insan gücünü zorunlu kılmaktadır. Bu dönüşüm sürecinde, mevcut uluslararası eğitim standartlarının (STCW) güncel ihtiyaçlara tam olarak yanıt veremediği ve denizcilerin eğitimi ile farkındalığının artırılmasının kritik öneme sahip olduğu değerlendirilmektedir. Bu çalışma, bu bağlamda, Türkiye'deki bir denizcilik fakültesinde öğrenim gören 230 öğrenciye (N=230) yönelik olarak tasarlanan; güncel karbonsuzlaştırma stratejileri, enerji verimliliği önlemleri, yeni nesil yakıtlar ve ilgili IMO/AB düzenlemelerini (EEDI/EEXI/CII, FuelEU, ETS vb.) kapsayan interaktif sunum temelli bir eğitim programının etkinliğini ampirik olarak değerlendirmeyi amaçlamaktadır. Araştırmada tek grup ön-test son-test yarı deneysel desen kullanılmış, veriler araştırmacı tarafından geliştirilen çoktan seçmeli bilgi testi ile toplanmış ve eğitim öncesi ile iki hafta sonrası uygulanan test sonuçları ilişkili örneklemler için t-testi ile analiz edilmiştir. Bulgular, eğitim programının katılımcıların bilgi düzeyinde istatistiksel olarak oldukça anlamlı bir artış sağladığını göstermiştir (p<0.001). Genel başarı ortalaması %26,25 oranında artarak 54.63'ten 68.72'ye yükselmiştir. Gelişimin, özellikle staj deneyimi olmayan 2. sınıf öğrencilerinde daha belirgin olması (%31,34'lük artış), temel bilgi eksikliklerinin hedeflenmiş eğitimle giderilebileceğini göstermektedir. Ancak detaylı soru analizleri, eğitime rağmen öğrencilerin özellikle yeni AB düzenlemelerinin (ETS, FuelEU) pratik/ekonomik etkileri, alternatif yakıtların (örn. LNG'nin emisyon profili) spesifik teknik detayları ve enerji verimliliği yatırımlarının fizibilitesi gibi kritik ve güncel konularda önemli bilgi boşlukları ve kavram yanılgılarına sahip olmaya devam ettiğini ortaya koymuştur. Sonuç olarak, bu tez çalışması Türkiye'deki denizcilik eğitimi için önemli ampirik veriler sunmaktadır. Bulgular, yapılandırılmış eğitimlerin bilgi düzeyini artırma potansiyelini teyit ederken, aynı zamanda mevcut müfredatların sektörün acil ve derinlemesine dönüşümünün gerektirdiği güncel ve karmaşık yetkinlikleri kazandırmada yetersiz kaldığını göstermektedir. Bu durum, denizcilik eğitimi müfredatlarının ivedilikle ve kapsamlı bir şekilde, sadece teorik değil, uygulamalı ve güncel içeriklerle (özellikle yeni düzenlemeler ve teknolojiler odaklı) güncellenmesi gerektiği yönünde güçlü bir kanıt sunmaktadır. Aynı zamanda denizcilik eğitimi müfredatlarının, sektörün hızla değişen karbonsuzlaştırma hedefleri ve teknolojik/regülatif gelişmeleri doğrultusunda ivedilikle ve kapsamlı bir şekilde güncellenmesi gerektiği gerçeğini ampirik verilerle ortaya koymaktadır.
Özet (Çeviri)
The global maritime transport sector, facilitating approximately 90% of international trade volume, constitutes a foundational infrastructure for the contemporary world economy. Concomitantly, its profound dependence on fossil fuels renders it a significant contributor to anthropogenic climate change, accounting for nearly 3% of global greenhouse gas (GHG) emissions. This duality places the industry under intense scrutiny and mandates a paradigm shift towards environmental sustainability. Spearheading this transformation, the International Maritime Organization (IMO) has promulgated increasingly stringent regulatory frameworks. The adoption of the revised 2023 IMO Strategy on Reduction of GHG Emissions from Ships (Resolution MEPC.377(80)) represents a pivotal inflection point, articulating an ambition to achieve net-zero GHG emissions by or in close proximity to 2050. This long-term objective is buttressed by demanding interim targets for 2030 (at least 20%, striving for 30% reduction) and 2040 (at least 70%, striving for 80% reduction) relative to the 2008 baseline, signaling an accelerated decarbonization trajectory. This global regulatory impetus is further amplified by potent regional initiatives, exemplified by the European Union's comprehensive 'Fit for 55' package. The extension of the EU Emissions Trading System (EU ETS) to encompass maritime transport introduces market-based mechanisms for carbon pricing, while the FuelEU Maritime regulation imposes demanding lifecycle GHG intensity reduction targets for marine fuels utilized within the EU jurisdiction. The synergistic effect of these multi-layered regulatory pressures compels the maritime industry towards a transition of unprecedented scale and complexity. This transition necessitates not merely the deployment of technological innovations – encompassing a diverse portfolio of alternative fuels (e.g., methanol, ammonia, hydrogen, advanced biofuels), novel energy carriers, sophisticated energy efficiency technologies (EETs), and digitalization solutions – but also mandates a fundamental recalibration of operational practices and, critically, a significant enhancement of human capital competencies across the maritime value chain. The successful realization of this ambitious green transition is intrinsically linked to the cognitive preparedness and adaptive capacity of the maritime workforce. Future maritime professionals, both sea-going and shore-based, must possess a sophisticated understanding and operational proficiency concerning novel fuel typologies exhibiting distinct physiochemical properties and safety considerations; complex emission abatement systems; multifaceted technical and operational efficiency optimization techniques (guided by regulatory metrics such as EEDI, EEXI, and CII); the intricate economic and operational ramifications of market-based measures and fuel standards; and the effective utilization of digital analytics for performance management and regulatory compliance. This imperative casts a critical lens on the adequacy and responsiveness of the prevailing international framework governing seafarer education, certification, and watchkeeping – the STCW Convention. Extant scholarly discourse posits potential incongruities between established Maritime Education and Training (MET) paradigms and the emergent, dynamic competency requirements dictated by rapid technological evolution and the complexifying regulatory milieu, particularly in domains pertaining to environmental stewardship, advanced fuel technologies, and integrated digital systems. Notwithstanding the universal acknowledgment of MET's pivotal role, a discernible lacuna persists within the empirical research landscape. Specifically, there is a paucity of studies, particularly situated within the context of prominent seafaring nations such as Turkey, that rigorously assess the extant knowledge base of maritime students concerning the most current decarbonization imperatives (i.e., post-2023 IMO strategy, EU ETS/FuelEU implementation details), evaluate their comprehension of nascent technologies and complex regulatory instruments, and empirically investigate the efficacy of tailored educational interventions designed to ameliorate identified knowledge deficits. This Master of Science dissertation endeavors to bridge this critical research gap through an empirical investigation into the effectiveness of a bespoke, interactive training program addressing contemporary maritime decarbonization and energy efficiency paradigms. The research was conducted among undergraduate students matriculated at the Maritime Faculty of Istanbul Technical University (İTÜ), a distinguished MET institution within Turkey. The principal objective was to quantitatively ascertain the pedagogical impact of a targeted educational intervention on student comprehension levels pertaining to the updated IMO GHG strategy, key energy efficiency indices (EEDI, EEXI, CII), the characteristics and implications of principal alternative fuels, the operational and economic facets of recent EU regulations (FuelEU Maritime, EU ETS), and the evolving role of pertinent inspection protocols such as SIRE 2.0. The study was guided by the following research questions: 1. Does the implemented educational intervention yield a statistically significant enhancement in the aggregate knowledge level of maritime students concerning contemporary decarbonization and energy efficiency subjects? 2. Is the pedagogical effectiveness of the training program contingent upon specific student attributes, such as academic progression (approximated by class year and correlated internship experience) or disciplinary specialization (Deck versus Engine departments)? 3. Which specific thematic domains (e.g., regulatory intricacies, alternative fuel properties, efficiency optimization techniques, techno-economic considerations) manifest the most pronounced knowledge lacunae or conceptual misunderstandings among students, both pre- and post-intervention? 4. What are the salient implications of the empirical findings for the requisite evolution and reform of maritime education curricula, both within Turkey and potentially transferable to other MET contexts, to ensure alignment with the competency demands of a rapidly decarbonizing maritime industry? To address these inquiries, a quantitative research methodology was employed, utilizing a quasi-experimental, one-group pretest-posttest design. The participant cohort consisted of 230 undergraduate students drawn from the Ship Machinery Management Engineering (GMİM- Engine Department; 2nd and 4th-year students) and Maritime Transportation Management Engineering (DUİM- Deck Department; 4th-year students) programs at İTÜ Maritime Faculty during the 2024-2025 academic year. Convenience sampling was utilized due to logistical constraints in accessing the broader student population. A 25-item, multiple-choice knowledge assessment instrument was specifically developed by the researcher to serve as the primary data collection tool. The instrument's content validity was established through a rigorous process involving alignment with STCW competency areas, review of contemporary IMO and EU regulatory texts, synthesis of relevant academic literature, and expert validation by five İTÜ faculty members and seasoned industry professionals (Master Mariner, Chief Engineer/Superintendent). The test aimed to probe knowledge across various cognitive strata, encompassing recall, comprehension, application, and rudimentary analysis, overing domains such as: foundational emission/efficiency concepts, IMO's 2023 decarbonization framework, technical/operational efficiency metrics (EEDI/EEXI/CII), alternative fuel characteristics (LNG, Methanol, Ammonia, Hydrogen, Biofuels), EU ETS and FuelEU Maritime regulatory mechanisms, and SIRE 2.0 inspection paradigms. The instrument's reliability, assessed via the correlation between pre- and post-test scores (administered two weeks apart), yielded a Pearson coefficient of r=0.7887, signifying a robust positive association between the two measurements for the study group. The experimental intervention comprised an interactive training module, with a duration of approximately 90-100 minutes, facilitated by the researcher. Pedagogical delivery involved a blend of PowerPoint presentations, curated video materials, and dynamic question-and-answer segments, designed to elucidate the core thematic areas assessed by the knowledge instrument and address potential deficiencies identified through literature and STCW framework analysis. The pre-test was administered immediately preceding the training session, while the post-test occurred two weeks subsequently to evaluate knowledge assimilation beyond ephemeral recall. Statistical analysis centered on a paired samples t-test to evaluate the significance of the change in mean knowledge scores between the pre-test and post-test administrations for the aggregate sample (significance level α = 0.05). Descriptive statistics and comparative analyses were employed to quantify the magnitude of knowledge enhancement and explore variations in pedagogical impact across predefined subgroups (class year/internship status proxy, academic department). Furthermore, a granular item analysis, comparing response patterns (correct, incorrect, omitted) for each question across the two test administrations, was conducted to diagnose specific areas of persistent learning difficulty and conceptual friction. The empirical results unequivocally demonstrated a statistically significant and substantial enhancement in participants' overall knowledge concerning maritime decarbonization and energy efficiency subsequent to the training intervention (t=4.25, p<0.001). The aggregate mean score escalated from 54.63 (out of 100) at the pre-test stage to 68.72 at the post-test stage, translating to a notable average knowledge increment of 26.25%. This outcome substantiates the utility of focused educational initiatives in elevating student comprehension of complex, contemporary maritime issues. Subgroup analyses revealed differential pedagogical effects. Intriguingly, the 2nd-year Engine students, largely lacking prior sea-going internship experience, demonstrated the most pronounced relative knowledge acquisition (a 31.34% increase; mean score rising from 47.06 to 61.81). Conversely, the 4th-year cohort (encompassing both Engine and Deck students), predominantly possessing internship experience, manifested a significant yet comparatively attenuated knowledge gain (a 23.71% overall increase; mean score rising from 58.40 to 72.16). These findings intimate that while individuals with lower baseline knowledge derive proportionally greater benefit from such foundational interventions, even senior students with practical exposure exhibit a demonstrable need for continuous knowledge actualization, particularly concerning rapidly evolving regulatory and technological domains. Minor variations were also observed between the senior-year departments, with DUİM students registering a slightly higher relative gain (26.36%) compared to their GMİM counterparts (21.07%). The detailed item analysis furnished particularly granular insights into the topology of student knowledge and cognitive challenges. While the intervention successfully reinforced understanding of certain foundational precepts (e.g., basic emission terminology, the criticality of the human element, EEDI principles) and standard operational efficiencies (e.g., hull performance management), it simultaneously exposed the persistence of profound knowledge deficits and conceptual ambiguities, particularly in relation to the most novel and complex facets of the decarbonization agenda. Specifically, areas of continued difficulty included: Contemporary EU Regulatory Frameworks (ETS & FuelEU): Questions probing the operational mechanics, economic consequences, jurisdictional scope, and practical implementation barriers associated with the EU ETS (Q23, Q24) and FuelEU Maritime (Q21, Q22) consistently yielded lower performance, even post-intervention. The inherent complexity and novelty of these market-based and goal-based regulatory instruments appear to present significant cognitive hurdles. Nuances of Alternative Fuels: While general awareness may have improved, a sophisticated understanding of the specific technical attributes, lifecycle emission profiles, and operational constraints of various alternative fuels remained elusive for many. The prevalent misconception regarding LNG's environmental credentials (i.e., its non-classification as 'zero-emission' due to methane slip and CO₂ output; Q21) persisted notably. Accurate comprehension of the relative merits, demerits, and safety considerations of fuels like methanol, ammonia, and hydrogen necessitates a more profound engagement than afforded by the intervention. Techno-Economic Assessment and Prioritization: Students exhibited marked difficulty in adopting an integrated techno-economic framework for evaluating energy efficiency investments. Assessing the relative cost-benefit and practical prioritization of different measures (e.g., contrasting hull cleaning efficacy with system upgrades within a defined operational timeframe; Q2) proved particularly challenging, indicating a potential disconnect between theoretical engineering knowledge and applied ship management economics. Precision in Fundamental Concepts: The item analysis revealed lingering confusion regarding fundamental scientific definitions pertinent to the field, such as the precise constituents of regulated greenhouse gases versus other air pollutants like SO_2 (Q14). These empirical findings underscore a critical paradox: while targeted educational interventions possess demonstrable efficacy in elevating knowledge levels concerning maritime decarbonization and efficiency, the prevailing baseline comprehension among students – ostensibly shaped by current MET curricula – appears inadequately aligned with the intricate, dynamic, and rapidly evolving demands of the industry's green transition. The impact of a supplementary, short-duration training module, though statistically significant, is insufficient to cultivate the depth and breadth of competency required. The ramifications for Maritime Education and Training policy and practice are substantial. This research furnishes compelling empirical justification for an urgent, fundamental, and systemic reform of MET curricula within Turkey, with potentially transferable insights for global MET systems. The extant STCW framework, while indispensable, requires significant augmentation to adequately address the specialized knowledge domains and adaptive competencies necessitated by the net-zero imperative. Future-ready curricula must transcend conventional operational training and rudimentary MARPOL compliance, holistically integrating: advanced environmental science literacy (including lifecycle assessment methodologies); sophisticated comprehension of evolving international (IMO) and regional (EU) regulatory instruments; in-depth technical knowledge of diverse alternative fuels and associated propulsion/safety systems; proficiency in leveraging digitalization and data analytics for performance optimization; and robust capabilities in techno-economic analysis for informed decision-making regarding decarbonization investments. Furthermore, a pedagogical transformation towards active, experiential, and problem-based learning modalities is imperative. The integration of high-fidelity simulation environments, complex case-study analyses, project-based learning initiatives focused on sustainable maritime solutions, and digitally-enabled learning platforms is essential for cultivating not only declarative knowledge but also procedural skills, critical thinking, and adaptive problem-solving capabilities. Concurrently, sustained investment in the continuous professional development of maritime educators is paramount to equip them with the requisite expertise to facilitate learning in these advanced and rapidly evolving domains. In summation, this dissertation provides valuable empirical insights into the efficacy and limitations of contemporary educational approaches addressing maritime decarbonization and energy efficiency within the Turkish MET context. The study confirms the potential of targeted training while simultaneously highlighting significant, persistent knowledge gaps regarding complex regulations, alternative fuel specificities, and techno-economic realities, thereby underscoring the inadequacy of current educational paradigms alone. The research strongly advocates for immediate and comprehensive curriculum reform, synergizing updated content with innovative, application-centric pedagogies. It is recommended that future research endeavors pursue longitudinal assessments of knowledge retention and behavioral transfer, comparative evaluations of disparate pedagogical interventions, multi-institutional and international replications to enhance external validity, and the development of sophisticated assessment methodologies capable of capturing higher-order cognitive and affective competencies. Such sustained commitment to research and educational innovation represents a strategic imperative for ensuring the maritime sector is endowed with the proficient human capital necessary to successfully navigate its critical transition towards a sustainable, decarbonized future.
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