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: Belirtilmemiş.
- Yıl: 2025
- Dil: Türkçe
- Üniversite: İstanbul Teknik Üniversitesi
- Enstitü: Lisansüstü Eğitim Enstitüsü
- Ana Bilim Dalı: Deniz Ulaştırma Mühendisliği Ana Bilim Dalı
- Bilim Dalı: Deniz Ulaştırma Mühendisliği Bilim Dalı
- Sayfa Sayısı: 149
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
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
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