Sustainable Development and Simulation-based Training in Maritime

The shipping industry is no stranger to the value of simulation training, for both the ship's bridge and engine operations, when it comes to enhancing safety, efficiency, and environmental sustainability (Kim, et al., 2021; Dewan, et al., 2023). Recent advancements in immersive technologies have further revolutionized this field, with the emergence of innovative solutions, such as VR and AR environments and the use of cloud-based simulators (Bhuiyan & Sohal, 2022; Dewan, et al., 2023).

One of the key aspects of simulation training in the maritime industry is its ability to effectively prepare seafarers for a wide range of scenarios, from routine operations to emergency situations. In this article, we will explore the ways in which simulation training, particularly through the use of immersive technologies, can contribute to the industry’s sustainability and how it supports the United Nations Sustainable Development Goals (SDGs)¹.

Why Simulation Training is Important

Simulation training is one of the most efficient ways of training, especially in technical and operational fields of high-risk industries, like aviation, medical, oil and gas and maritime (Crichton, 2017). In a controlled environment, trainees have the opportunity to experiment with real-life scenarios, such as fault management or emergency response, without any risk to their safety or equipment. This method of learning significantly boosts their confidence and readiness, allowing them the “freedom to fail”(Kim, et al., 2021)& thus equipping them with both the technical and cognitive skills needed to respond to real working conditions.

Additionally, simulations offer excellent cost efficiency. Consider the costs of operating vessel engines, consuming fuel, or dedicating equipment for training purposes... With simulation-based training, all these expenses are minimized, as trainees can gain the same experience without using physical resources(Sardar, Garaniya, Anantharaman, Abbassi, & Khan, 2022). Moreover, valuable time and money are saved, as training can be conducted anywhere, even remotely with the use of cloud-simulators.

It is also worth noting that simulations are highly flexible and adaptable to evolving learning requirements (Zulfiqar, Zhou, Asmi, & Yasin, 2018). In a world where regulations are constantly changing and technological advancements are rapidly progressing, simulations allow for the integration of these changes without delays. Thus, the training material remains always up-to-date, ensuring that trainees acquire the most current and relevant knowledge. To this respect, simulation training can be characterized as more “learner-centric” since instructors can customize the training content and assess or adjust based on individual competence levels and learning outcomes

Crucially, simulation-based training significantly contributes to environmental sustainability. By reducing reliance on physical resources and fuel consumption, it minimizes the ecological footprint of training activities (compared to if they were performed under actual conditions, for example having to operate the vessel’s engine). Furthermore, simulations provide opportunities to familiarize crews and maritime professionals with sustainable technologies, such as low-emission engines or alternative fuels, directly supporting the sustainable development goals (SDGs) and the industry’s commitment to decarbonization. Other applications that can support sustainable operations include also optimizing fuel consumptions through simulated engine model or simulating vessel operation for improving ship efficiency (Severi, 2024)

Integration of Advanced Technologies in Maritime Training

The integration of advanced technologies in maritime training is radically changing the way we prepare professionals for the challenges of the future. The transition from traditional, classroom-based training methods to cutting-edge technologies, such as full mission simulators, virtual reality and cloud-based simulation platforms, has already proven its value both in enhancing technical and non-technical skills for the trainees in a highly controlled and quasi-real environment (Kim, et al., 2021).

Virtual reality creates an immersive and highly realistic learning environment where trainees experience complex scenarios without the risks related to actual operations. For example, they can practice operating machinery, walking through vessel areas or managing emergency situations, like firefighting, in ways that were never possible before. This experience is not only impressive but also highly effective, as it accurately simulates reality while minimizing the cost of operating full mission bridge or engine simulators (Wu, et al., 2024).

At the same time, cloud platforms expand maritime training technologies and provide global access to training. This means that professionals, even from companies with limited resources or remote areas, can access advanced training, or trainees from different locations can even train together as if they were in the same room. This capability enhances flexibility and allows organizations to develop their employees' skills without geographical limitations, decentralizing in essence training operations and offering a more personalized & accessible approach to training (Hjellvik & Mallam, 2021). In addition, cloud-based simulators further reduce the associated costs of training by minimizing travel costs, overtimes, crew mobilization time or allowing cost-effective training to occur even when international circumstances disrupt operations (eg, during COVID-19) (Dewan, et al., 2023)

With relation to personalized training, advanced technologies facilitate personalized learning paths that meet the needs of each trainee as most of the features are optimized on-demand(Wu, et al., 2024). In addition, new, adaptive learning technologies can support automated, asynchronous feedback and correctional instruction adapted to the individual’s level or task performance or corresponding to procedure stage (Hjellvik & Mallam, 2021). This ensures that the training is efficient, targeted, and practical.

Sustainable Development and Simulation-based Training

Figure 1: Simulation-based training and SDGs

Simulations not only improve the quality of education but also support the Sustainable Development Goals (SDGs) by enhancing the connection between education and sustainability. Kim and colleagues (2021) have argued that simulator-based training and advanced, immersive technologies in maritime further support SDG 4 regarding Quality Education and life-long learning, by offering realistic and adaptable training modules that bridge the gap between theoretical knowledge and practical application. Taking this further we would like to explore how simulation-based training supports other SDGs and namely SDG 9, SDG 12, SDG 13 and SDG 14 (see figure 1).

Simulation-based training minimizes reliance on physical resources, aligning directly with the principles of a circular economy (SDG 12) in a more “holistic” manner for the shipping industry (Bramley, Cpt. Widge, Stephens, & Garte, 2022). By minimizing reliance on physical resources, simulations reduce waste and promote efficient resource utilization. For example, immersive maritime training technologies eliminate the need for fuel-intensive, real-world exercises where the actual vessel would be used, by offering quasi-realistic experiences. This shift towards virtual training not only reduces the industry's carbon footprint but also minimizes wear and tear on physical equipment, extending its lifespan and further contributing to circularity. Moreover, the reduced need for physical infrastructure, such as dedicated training grounds or equipment, minimizes land use and associated environmental impacts. By decoupling training from physical resource consumption, simulation-based training fosters a more sustainable approach to maritime education & training (MET).

Simulation-based training plays a crucial role in advancing climate action (SDG 13) within the maritime & preserving life below water (SDG 14). By providing a risk-free environment for experimentation and skill development, simulations empower maritime professionals to adopt and implement low-carbon technologies and decarbonization strategies. For instance, immersive simulators allow trainees to master energy-efficient navigation techniques, such as optimizing routes and speeds to minimize fuel consumption, without any real-world environmental consequences. This practical experience translates into tangible emission reductions when applied in real-world operations (Kitada, et al., 2023). Furthermore, simulation training can incorporate training modules on alternative fuels (such as methanol, ammonia, LNG), hybrid propulsion systems (or engine type-specific trainings on such dual fuel models), and other emerging technologies crucial for achieving decarbonization goals. By familiarizing trainees with these advancements, simulations accelerate their safe adoption and integration within the maritime industry. This ensures future maritime professionals are well-equipped to address the challenges of global decarbonization and contribute to a more sustainable future for the industry, thus indirectly supporting also SDG 8 on promoting sustainable economic growth (green jobs) through productive and decent employment (Kitada, et al., 2023). In addition, simulation training provides the opportunity for crew to train on handling accidental spills or marine pollution scenarios and prepares them to mitigate real-world environmental disasters, thus aligning with maritime ecosystem conservation goals.

Moreover, simulations contribute to innovation and infrastructure development (SDG 9) by incorporating tools like VR/AR, Cloud-simulation etc. The continuous development of simulation technologies not only advances training methods but also challenges traditional training paradigms in maritime operations. For instance, the integration of simulation tools into MET programs encourages the development of innovative instructional methodologies that emphasize problem-solving, critical thinking, and real-world decision-making in complex maritime scenarios (Kim et al., 2021). These methods enhance the adaptability of maritime professionals in an industry increasingly influenced by automation and digitalization. Also, this encourages (or should encourage) collaboration between educational institutions, industry stakeholders, and policymakers, fostering innovation ecosystems essential for modernizing the maritime sector(Kitada, et al., 2023), especially as the industry is moving towards concepts like autonomous vessels or remote vessel operation.

Final Thoughts

In conclusion, simulation-based training is a key driver for sustainable development within the maritime industry, tackling critical issues around education, sustainability and technology advancement. We also recognize that by aligning with multiple SDGs, simulation-based training can simultaneously improve the effectiveness and efficiency of maritime operations while positioning the sector as a leader in sustainability and global economic growth. As the industry continuous to evolve, the integration and expansion of simulation technologies will be crucial to build the more sustainable and equitable future for maritime that caters to the ever-evolving development needs of its workforce.

References

Bhuiyan, Z., & Sohal, J. S. (2022). Emergence of ‘Cloud Simulation’ as a Virtual Learning Tool in Maritime Education. In M. G. Jamil, & D. A. Morley, Agile Learning Environments amid Disruption (pp. 479–494). Palgrave Macmillan Cham.

Bramley, S., Cpt. Widge, P. S., Stephens, A., & Garte, G. (2022, July 8). Closing the loop on shipping's circular economy. Expert Voice: A podcast series from LR. (R. Meade, Interviewer) Retrieved from https://maritime.lr.org/circular-economy

Crichton, M. T. (2017). From cockpit to operating theatre to drilling rig floor: five principles for improving safety using simulator-based exercises to enhance team cognition. Cognition, Technology & Work, 19, 73–84.

Dewan, M. H., G. R., Chowdhury, M. R., Noor, C. W., Wan Nik, W. M., & Man, M. (2023). Immersive and Non-Immersive Simulators for the Education and Training in Maritime Domain—A Review. Journal of Marine Science and Engineering, 11(1), 147.

Hjellvik, S., & Mallam, S. (2021). Adaptive training with cloud-based simulators in maritime education. International Maritime Lecturers’ Association (IMLA) 2021 Joint Conference with IMEC32, ICERS15 and INSLC21 . WMU.

Kim, T.-e., Sharma, A., Bustgaard, M., Gyldensten, W. C., Nymoen, O. K., Tusher, H. M., & Nazir, S. (2021). The continuum of simulator-based maritime training and education. WMU Journal of Maritime Affairs, 20, 135–150.

Kitada, M., Bartusevičienė, I., Savelieva, I., Chakvetadze, M., Balasanyan, A., Schönborn, A., . . . Koskina, Y. (2023). People-Centred Clean Energy Transition: The Role of Maritime Education and Training. Proceedings of the International Association of Maritime Universities Conference, (pp. 135-139). Helsinki.

Sardar, A., Garaniya, V., Anantharaman, M., Abbassi, R., & Khan, F. (2022). Comparison between simulation and conventional training: Expanding the concept of social fidelity. Process Safety Progress, 41(S1), S27-S38.

Severi, D. (2024, October 01). How Simulation Helps the Marine Sector Become More Sustainable. Retrieved January 15, 2025, from AVL: https://www.avl.com/en-de/blog/how-simulation-helps-marine-sector-become-more-sustainable

Wu, B., Oksavik, A., Bosneagu, R., Osen, O., Zhang, H., & Li, G. (2024). Usability Verification of Virtual-Reality Simulators for Maritime Education and Training. In M. Auer, U. Cukierman, E. Vendrell Vidal, & E. Tovar Caro (Ed.), Towards a Hybrid, Flexible and Socially Engaged Higher Education. ICL 2023. 900. Springer, Cham.

Zulfiqar, S., Zhou, R., Asmi, F., & Yasin, A. (2018). Using simulation system for collaborative learning to enhance learner’s performance. Cogent Education, 5(1).

¹ Further on UN SDGs: https://sdgs.un.org/goals