Shipping’s digital transformation is no longer theoretical. AI-powered engines fine-tune routes, sensors predict maintenance failures, and dashboards light up bridges with a constant flow of data. Yet behind the gleam of technology, an old truth endures — a ship is only as smart as the people running it.

When Splash asked industry leaders whether the industry’s adoption of smart technology risks being undermined by crews’ ability to understand it, the consensus was clear: technology must empower, not overwhelm. But how to ensure that happens remains an open question.

Karin Orsel, CEO of MF Shipping Group, is among those who agree the risk is real. “Technology is only as effective as the people who use it,” she says. “This is why we focus on user-friendly systems, ongoing training, and empowering our crew to interpret data accurately. Human understanding is critical to operational safety and efficiency.”

It’s a sentiment shared across the sector. The excitement surrounding digital tools has at times eclipsed the simple reality that they are only as good as the interpretation behind them. As Cyril Ducau, CEO of Eastern Pacific Shipping, puts it: “Technology is only as strong as its user interface and training. We cannot expect crew to embrace new systems without proper training and user feedback.”

When people are empowered, technology becomes a tool for excellence, not confusion

At EPS, Ducau explains, innovation is co-created with seafarers in mind. “We work closely with our technology partners to co-design and implement smart, practical and intuitive solutions,” he says. “This approach ensures that innovation enhances and empowers our crew safely and effectively.”

Angad Banga, group COO at The Caravel Group, takes a similar line, emphasising empowerment over automation. “When people are empowered, technology becomes a tool for excellence, not confusion,” he says. Fleet Management, Caravel’s shipmanagement arm, is among those blending digital learning and onboard systems to make sure smart tools lead to smarter outcomes.

For Allan Falkenberg, COO of HR marine at V.Group, the key lies in digital literacy. “Data and digital literacy are core foundational pillars to ensure better regulatory compliance, decision making and safety,” he explains. “Without the right training, smart technologies – from AI-driven systems to predictive maintenance – risk being underused or misapplied.”

To close that gap, V. is betting on immersive learning. “From elearning modules to gamification, steps are being taken to train crew to safely manage complex systems,” Falkenberg says.

Ship and shore: a digital handshake

Others, however, believe the issue is less about comprehension and more about connection. Carl Martin Faannessen, CEO of Noatun Maritime, argues that the human-machine divide will increasingly be bridged by shoreside expertise. “We are less concerned with the crew understanding the information being generated, as this information will be increasingly processed ashore,” he says.

For Faannessen, the future lies in collaboration rather than comprehension. “This opens the door to a revived partnership between ship and shore, where the data collected and the reality observed need to reach a handshake,” he says. “Where we are concerned is the ability to manage repairs on data-collection and analysis systems as they become increasingly critical to the safe running of the vessel.”

We’re still training crews like it’s 1995

Not everyone sees an urgent problem. Vinay Gupta from Singapore-based Union Marine Management Services argues that the new generation of seafarers is already tech-ready. “With more and more crew now coming from a generation raised within a technology-driven education and training framework, there is little doubt that today’s seafarers can understand and apply these tools effectively,” he says. “The key lies not in their ability to use technology, but in ensuring the systems remain intuitive, reliable, and supportive of good seamanship.”

From data to judgment

That last point — preserving seamanship — is echoed by others. Technology may help optimise, but judgment remains the final frontier. Ryan Kumar from Direst Search Global, a Singapore-based HR firm, sums it up, saying: “Smart ships mean nothing without smart interpretation.”

“It’s not that seafarers can’t understand the data,” Kumar continues. “It’s that the industry hasn’t caught up in how it trains, trusts, and transitions its people to think digitally. We’ve built ships that can self-diagnose, optimise fuel, and predict maintenance. But we’re still training crews like it’s 1995.”

Kumar argues for a new training philosophy. “Technology is only as good as the context behind it,” he says. “A dashboard can show you a fault, but it takes experience — and judgment — to decide what happens next. Training must shift from instructional to interpretive: less ‘press this button’ and more ‘understand why this matters.’ We don’t have a technology problem. We have a translation problem — turning raw data into real-world decisions.”

At Ardmore Shipping, Robert Gaina, senior vice president of commercial, agrees that the human element is central. “Unless crew are supported and engaged in the deployment of new technologies onboard, we are unlikely to fulfil the potential of those solutions,” he says. “We’re great believers that the human element is central to our adoption of the latest digital solutions onboard. When we trial any new technology, we listen closely to the feedback from the men and women onboard.”

Making tech truly seafarer-first

That sense of feedback and inclusion is crucial, says Chirag Bhari from ISWAN, a shipping charity. “Rapid technological advancements may sometimes outpace the crew’s capacity to fully understand and utilise them,” he says. “Therefore, seafarers should be at the centre of technology design and development. New tools and systems should serve as enablers, addressing existing challenges and enhancing safety and efficiency onboard.”

Bhari also highlights the broader human side of smart shipping. “Ships should provide social spaces for crew interaction, proper infrastructure to promote physical and mental wellbeing, and comfortable living conditions,” he says. “After all, a ship is like a second home where seafarers spend a significant part of their lives.”

The real challenge lies in the sheer number of similar digital tools

For Eva Rodriguez, director of HR marine at Bernhard Schulte Shipmanagement, the question isn’t about capability but capacity. “The key question is how much innovation we can reasonably expect from our people,” she says. “All new and smart technologies require proper training, and it is essential to take the necessary time to ensure this is done thoroughly.”

BSM’s approach, Rodriguez explains, is to match technology rollouts with human readiness. “We place great emphasis on effective change management, comprehensive risk assessment, and well-structured rollout training to support our crews in understanding and effectively using these technologies.”

Trust, training and the next wave

Others believe that generational change will naturally bridge the gap. Simon Frank, vice president of crewing operations and business development at NSB Crewing Solutions, is confident in today’s workforce. “Present and future generations of seafarers are very capable in understanding digitally displayed information and data and making the right decisions,” he says. “Even more when they are supported by a highly experienced and trained shore team.”

For Lars Gruenitz, managing director of Norstar Ship Management, the key lies in design. “It all depends how information is presented to the crew,” he says. “The design of the user interface is very important, as well as a clear focus on why the data is needed and what value it gives to the crew.”

That principle underpins much of the product design philosophy at StormGeo, where Espen Martinsen, chief commercial officer, sees usability as mission-critical. “The effectiveness of any smart technology is dependent on how actionable and understandable it presents its insights,” he says. “For digitalisation to succeed, data and AI-driven insights must enhance situational awareness and support better decision-making at sea.”

Martinsen notes that captains must feel supported by both people and systems. “In the near future, where advanced vessel technologies become more prevalent, actionable insights from user-friendly and understandable technologies will be essential,” he says. “Ultimately, captains must trust the tools — and know that human experts stand ready to assist whenever needed.”

The theme of trust — and training — runs through many responses. Christian Ioannou, CEO of MCT Consultancy, believes too much smart technology is rolled out before seafarers are prepared to use it. “There is a risk in adopting smart technology for which training is the key,” he says. “Technology is only as good as the people operating it. Seafarers need practical training to ensure understanding and to be able to act on the data they are provided with. Theoretical sessions cannot replace hands-on training.”

Captain Tanuj Balani, director of Stag Marine, agrees that information overload is the danger. “We must shift from information overload to actionable insight — through intuitive dashboards, better onboard training, and feedback loops between ship and shore,” he says.

Vikrant Gusain, CEO of shipmanager Dockendale, takes a more optimistic view. “The younger generation of seafarers is highly tech-savvy and technology adoption is progressing in a phased and adaptive manner,” he says. “The real challenge lies in the sheer number of similar digital tools often introduced by different owners or charterers, leading to confusion and a lack of standardisation across fleets.”

And for Steven Jones, founder of the Seafarers Happiness Index, the question itself is misframed. “If one’s seafaring workforce’s ability to understand is risking the use of smart technology, perhaps it isn’t as smart as you might think,” he says. “If such technology had been conceived and developed with seafarers adequately consulted, there would not be a disconnect in ability.”

Where things go wrong, he argues, is when systems are “thrown at old problems” without human context. “When everyone is just expected to get on with it, that is where things can go awry,” he warns. “The benefits for all are eroded or lost completely.”

Across all these perspectives, one conclusion emerges: the smartest system still depends on the smartest application. Whether through better training, intuitive design, or trust built between ship and shore, the success of maritime technology will be decided not in code, but in context.

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Maritime training is under strain. Between relentless schedules, shrinking manning levels, and an accelerating pace of technological change, the old ways of teaching seafarers are creaking. The industry knows it must do better — but few agree on how. Across interviews with senior leaders, a consensus emerges: training is too compliance-driven, too disconnected from daily reality, and far too time-hungry for the modern shipboard environment. From gamification and microlearning to AI-driven personalisation, shipping is beginning to explore how to make training stick — but time, not technology, remains its greatest constraint.

The time trap

“Seafarers are under intense operational pressure,” says Steven Jones, founder of the Seafarers Happiness Index. “When crews are stretched thin just managing daily operations, even well-designed training programs struggle to gain traction.”

It’s a sentiment echoed across the industry. Pradeep Chawla, CEO of MarinePALS, notes that the average ship’s planned maintenance system has around 3,000 individual tasks. “If a proper study were done, we’d find it’s not humanly possible to complete them all,” he says. “When you add bad weather, port calls, and administrative work, there’s simply no time left for learning.”

The result, says Chawla, is a “tick-box attitude” to both work and training — not because seafarers are complacent, but because they are overwhelmed.

From tick boxes to touchpoints

Across shipping, a new wave of training reformers is asking whether maritime learning should look more like mobile gaming than classroom study. Lars Gruenitz of Norstar Ship Management believes interactive and gamified learning can make training far more impactful — especially when seafarers can learn “at their own pace, wherever they are, whether at a training centre, onboard, or at home.”

For Wiebke Schuett at Wilhelmsen Ship Management, the answer lies in microlearning — short, targeted modules designed for attention spans measured in minutes, not hours. “We incorporate gamification and interactive elements to make learning engaging and memorable,” she says. “The goal is stickiness — ensuring seafarers actually retain and apply what they learn.”

Gamification, AI-driven personalisation, and scenario-based training are reshaping the learning landscape. Angad Banga of Caravel Group says training must evolve faster: “The industry is changing rapidly, and training needs to capture that momentum. We’re focusing on immersive, simulation-based programs that align with how people learn today — creating learning that sticks, not ticking boxes.”

Compliance versus competence

That phrase — tick-box — has become the defining critique of maritime training. Henrik Jensen of Danica Crewing Specialists argues that statutory training under the STCW framework is “not in sync with what is actually needed.” The international standards may provide a baseline, but “they evolve far too slowly for a fast-developing industry.”

Simon Frank of NSB Crewing Solutions agrees that “training methods are not modernised fast enough” and remain “driven too much by compliance compared to actual improvement needs.”

This compliance culture, says Jones, creates “a cycle where training is viewed as a burden rather than a valuable investment.” He warns that “even excellent training faces an uphill battle” unless the industry first tackles manning levels, fatigue, and honest reporting of working hours. “Without adequate time for genuine training, all other improvements become meaningless.”

Blending realities

For Carl Martin Faannessen, CEO of Noatun Maritime, training is a “schizophrenic environment” split between regulatory mandates and operational needs. He advocates for “blended learning” — combining digital modules with structured onboard engagement. “Senior officers should be mandated to engage with their crew at least once a day for training purposes,” he says.

This idea of integrating learning into daily work resonates with Eva Rodriguez at Bernhard Schulte Shipmanagement. BSM is rolling out modular and just-in-time training, “allowing seafarers to choose when to complete sessions within a set timeframe,” she says. “Personalised learning optimises limited time and addresses individual needs.”

At Columbia Group, Simona Toma is promoting flexibility too: “Training today must be flexible and practical. We blend LMS modules, microlearning, simulations, and hands-on practice — even exploring virtual reality — to make learning more engaging and effective.”

A question of relevance

Many industry voices argue that the content of training, not just its delivery, needs radical overhaul. Vinay Gupta of Union Marine Management Services believes training “struggles to keep pace” with fast-evolving technology. “Institutes hesitate to invest, unsure how quickly today’s systems may become obsolete,” he warns, leading to “a widening gap between technological progress and preparation.”

That same gap is evident in digital skills and data literacy. Captain Rajalingam Subramaniam, the CEO of Fleet Management, says the priority is “bridging traditional seafaring with digital competency. We need seafarers who are equally confident with a sextant and a screen.”

John Rowley , CEO of Wallem Group, adds that gamification will help engage seafarers, but “we also need effective train-the-trainer programs” to ensure those teaching the next generation are equally modern in approach.

Several executives see a deeper, cultural problem. Jones argues that the decline of “professional trust and respect” onboard is undermining training outcomes. “We need to rebuild crews as cohesive units rather than collections of individuals monitoring screens,” he writes.

Faannessen takes this further, calling for stronger cross-cultural leadership. “A lack of self-awareness and cultural understanding drives misunderstandings and conflict,” he says. “The soft stuff is the hard stuff.”

That focus on human factors echoes through many responses. Captain Rajiv Singhal of MTM says training “must evolve from compliance-driven modules to curiosity-driven learning. Training must go beyond certificates; it must build confidence.”

A living system

Ultimately, training cannot be static. “No training ecosystem can ever be perfect,” says Singhal. “It is a living process that must continuously evolve with technology, operations, and human needs.”

For Aalok Sharma of Anglo-Eastern, this evolution requires “modern training facilities, immersive technologies, and updated curricula” aligned with real-world scenarios.

And yet, as Jones reminds the industry, technology alone will not fix a broken system. “Until we address the honesty and accuracy of working hour reporting, and right-size manning levels,” he says, “we cannot create the conditions necessary for effective learning.”

The challenge, then, is not just to make training smarter, but to make it possible.

source : splash247

This tension came into sharp focus at a recent meeting of shipping sector stakeholders held on October 28, 2025, at the Directorate General of Shipping (DG Shipping) in Dhaka. Representatives from the Bangladesh Merchant Marine Officers’ Association (BMMOA), the Bangladesh Ocean Going Shipowners’ Association (BOGSA), Marine Academy Commandants, and other institutional stakeholders debated one central issue: How many new cadets should Bangladesh’s marine academies take in for the 2025–26 session?

Ultimately, an intake of 526 cadets across government and non-government maritime academies was approved. But the discussion behind that number reveals a deeper problem, one that Bangladesh must address urgently, before an entire generation of marine professionals is left adrift.

The Global Context: Opportunity Exists, But It Is Competitive

Globally, the maritime industry is facing a shortage of qualified officers. The Baltic International Maritime Council (BIMCO) and the International Chamber of Shipping (ICS) project a shortfall of nearly 90,000 trained marine officers by 2026. In theory, this should represent a tremendous opportunity for Bangladesh, a country with a long seafaring heritage.

However, opportunity does not automatically translate into employment. The international market is competitive, rapidly professionalizing, and increasingly selective about the quality of cadet training, English proficiency, discipline, practical exposure, and certification standards. Countries like the Philippines and India have successfully positioned themselves as reliable sources of trained mariners through strong regulatory frameworks, formalized career pipelines, and institutional accountability.

Bangladesh, by contrast, risks overproducing cadets without ensuring they possess the training quality, global readiness, and placement pathways necessary to secure employment.

The Fragile Employment Reality for Graduating Cadets

A recurring narrative in the academy system is that cadets will find jobs within “three to four months of graduation.” This optimistic assurance is frequently repeated but lacks a basis in verified placement data. In reality:

It is also important to highlight our cadets’ current employment status. Many remain unemployed for nine months or longer after graduation. The 57th Batch passed out in December 2023 and the 58th Batch in December 2024. A significant number of cadets from the 57th Batch are still awaiting their first placement, while approximately one-third of the 58th Batch has also not yet been able to secure their initial on-board training berth. In other words, these young graduates have not even begun the required sea time that forms the foundation of their maritime careers. This situation is a matter of concern for the Academy, the alumni, and the broader maritime sector.

There is no structured, transparent placement track linking academies with shipowners or recruitment agencies.

Government employment is inaccessible mainly due to eligibility criteria that exclude or limit marine graduates.

Graduates are often unable to pursue higher education at reputed institutions due to limitations in academic accreditation and curriculum compatibility.

A significant number of today’s new cadets join with uncertainty, rather than optimism. Families invest heavily, expecting a profession at sea; instead, they often face prolonged job hunts, precarious agency fees, or the pressure to shift to unrelated sectors.

The issue is not merely economic; it is psychological. These cadets were trained in a culture of discipline, hierarchy, and professional pride. Unemployment breeds disillusionment, which is deeply damaging to the future of the maritime profession.

Policy Missteps: Quantity Over Quality

Much of today’s imbalance is rooted in earlier policy choices, particularly during the previous authoritarian administration, when the number of marine academies was significantly increased under the faulty assumption that more academies would generate more employment. Instead, the opposite occurred:

Resources were stretched thin.

Training quality varied widely between institutions.

Standardization and oversight weakened.

The reputation of Bangladesh-trained officers began to decline in the international hiring market.

Private academies operating under financial pressure and often lacking rigorous instructional capacity were permitted to expand intake, while government academies continued to struggle with infrastructure, faculty, and curriculum gaps.

Instead of strengthening one core academy to become internationally competitive, Bangladesh pursued mass production of cadets, a model that is unsustainable and irresponsible.

Lessons from Regional Models: India vs. Pakistan

The maritime education models in India and Pakistan offer instructive contrasts:

India has invested in structured maritime education, with a clear emphasis on meritocracy, industry linkage, and coordination of global placement. Their maritime sector is diversified, with training institutions governed by professional standards and led by industry-experienced leaders.

Pakistan, by contrast, placed naval officers in leadership roles across commercial maritime training institutions as part of post-retirement patronage, disconnecting training from the realities of merchant marine operations. The result is a weakened and nearly stagnant maritime sector.

Bangladesh today stands much closer to the Pakistani model than the Indian one. The trend is worrying.

Bureaucrats with limited maritime operational experience frequently influence marine training and governance in Bangladesh. Decision-making is shaped by administrative prerogative rather than industry expertise. Despite repeated formal requests, representation from the Bangladesh Marine Academy Alumni Association (BMAAA), the body with the highest level of professional knowledge, has been routinely excluded from planning and oversight decisions.

This is not only counterproductive, it is structurally self-defeating.

The Issue of Market Absorption Capacity

Realistically, the international shipping industry can currently absorb approximately 300 to 350 Bangladeshi cadets per year, based on demand, visa conditions, language proficiency requirements, and the market’s assessment of training standards. Rear Admiral (Retd.) A.S.M. Abdul Baten, Secretary General of BOGSA, has already stated that overshooting intake will directly increase unemployment by the end of 2026, with projections of at least 1,500 unemployed cadets entering the job market within a year.

Yet the intake of 526 has been approved.

Oversupplying cadets does not create employment.

It creates wasted potential and disillusionment.

Declining Interest and Diminishing Talent

A troubling trend is emerging: bright, motivated students are becoming hesitant to join marine academies. Admission quality has begun to decline, not because the profession lacks dignity, but because prospective candidates have recognized the uncertainty surrounding employment.

Poor intake leads to poor output, which further erodes Bangladesh’s maritime reputation abroad. This downward spiral must be addressed before it calcifies.

A Turning Point: What Must Be Done

Bangladesh does not lack maritime history, nor maritime talent. But this talent must be supported by policy discipline, industry alignment, and institutional modernization. The path forward should be grounded in the following priorities:

Reduce intake temporarily to align with the actual global job absorption capacity.

Strengthen the core Bangladesh Marine Academy (Chattogram) into a flagship national institution.

Ensure meaningful oversight representation from BMAAA and industry professionals in curriculum and training design.

Standardize quality and accreditation requirements across all academies.

Develop structured international placement partnerships with shipping companies and crew management agencies.

Invest in English-language competency, simulator training, and soft-skill development, which are increasingly decisive hiring factors globally.

The maritime sector is not merely another bureaucratic department. It is a global labor-linked industry. Decisions must be made accordingly.

Conclusion: Restoring Purpose and Direction

Bangladesh owes it to its young mariners to build a maritime training ecosystem based on integrity, foresight, and professional excellence. The students entering these academies are not statistics. They are the children of families who believe in the dignity of work, the honor of the sea, and the promise of a future beyond our borders.

The nation they serve must not betray that trust.

Quality must replace quantity.

Professionalism must replace bureaucracy.

And merit must replace expediency.

Only then can Bangladesh’s maritime legacy rise again strong, respected, and globally relevant. The management, namely the Hon’ble Shipping Adviser, the Shipping Secretary, and the Director General of Shipping, holds the authority to rationalize and adjust the cadet intake. One practical step is to temporarily suspend intake to the Marine Fisheries Academy, as it was established under the Ministry of Fisheries to serve the fisheries sector. The Hon’ble Chief Adviser has repeatedly emphasized the need to harness the vast potential of marine resources in the Bay of Bengal. That objective cannot be achieved if Fisheries Academy graduates are being diverted into the merchant shipping stream, particularly at a time when shipboard training berths have diminished to an alarming level.

We must focus our national efforts on strengthening the historic Bangladesh Marine Academy, Chattogram, restoring it to the high international standard it once held in the pre-Bangladesh era. The time has come for all stakeholders to work collectively and strategically to streamline maritime education, prioritizing quality over numerical expansion.

By Ghulam M. Suhrawardi

Image credit: Facebook entry of Fahad Zobaer