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<p>Shipping is undergoing rapid transformation driven by globalization, digitalization, and sustainability regulation, increasing demand for maritime graduates with both technical and adaptive competencies. Yet, empirical evidence on how maritime students perceive emerging competitiveness and sustainability themes, and how these perceptions cluster into distinct profiles, remains limited. This study analyses survey data collected longitudinally from 2021 to 2024 within an undergraduate maritime curriculum in an EU country (449 responses from a cohort of 250 students). Using factor analysis and K-means clustering, we identify two latent dimensions structuring students’ perceptions of maritime competitiveness: Institutional Competitiveness and Resources and Cultural and Innovation Orientation (KMO = 0.87; total variance explained = 37.2%). Clustering on factor scores yields three interpretable respondent profiles: Balanced Focus, Institutionally Driven, and Innovation and Culture Focused (k = 3; silhouette &gt; 0.52). Factor scores remain stable over time (no significant 2021–2024 trend). The findings provide evidence-based direction for curriculum design, suggesting that strengthening institutional linkages while embedding innovation and sustainability-oriented learning can improve programme relevance and competitiveness.</p>

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Latent perceptions in maritime education define resilient competitiveness and sustainability

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年2月22日

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  • Peter J. Stavroulakis,
  • Periklis Prousaloglou,
  • Maria-Christina Kyriakopoulou-Roussou,
  • Kelly Gerakoudi

摘要

Shipping is undergoing rapid transformation driven by globalization, digitalization, and sustainability regulation, increasing demand for maritime graduates with both technical and adaptive competencies. Yet, empirical evidence on how maritime students perceive emerging competitiveness and sustainability themes, and how these perceptions cluster into distinct profiles, remains limited. This study analyses survey data collected longitudinally from 2021 to 2024 within an undergraduate maritime curriculum in an EU country (449 responses from a cohort of 250 students). Using factor analysis and K-means clustering, we identify two latent dimensions structuring students’ perceptions of maritime competitiveness: Institutional Competitiveness and Resources and Cultural and Innovation Orientation (KMO = 0.87; total variance explained = 37.2%). Clustering on factor scores yields three interpretable respondent profiles: Balanced Focus, Institutionally Driven, and Innovation and Culture Focused (k = 3; silhouette > 0.52). Factor scores remain stable over time (no significant 2021–2024 trend). The findings provide evidence-based direction for curriculum design, suggesting that strengthening institutional linkages while embedding innovation and sustainability-oriented learning can improve programme relevance and competitiveness.