Digital transformation of South African Maritime Higher Education and Training (MHET)

Abstract

Global learning patterns are changing as a result of the digital revolution (DT) in higher education and training, and South Africa's marine industry is no exception. By improving the education, knowledge, and skills of its people, South Africa, a developing country, has the potential to become a developed one. A significant section of South Africa's population did not have access to higher education 25 years ago. There is still room for expansion even though there have been notable advancements since then. This paper explores the digital transformation of South African maritime higher education and training (MHET), focusing on the integration of digital technologies and their implications for curricula, teaching methodologies, and industry collaboration. The maritime sector is facing increasing demands for skilled professionals, with digitalisation playing a pivotal role in the development of competency-based training, simulations, and e-learning platforms. The paper highlights key challenges and opportunities, such as limited infrastructure, digital literacy gaps, and the need for industry-academia partnerships to ensure relevant and future-proof education. Through a comprehensive review of current digital tools, strategies, and initiatives, this study aims to provide a roadmap for advancing South Africa's maritime education system. This paper explores lecturers' understanding of the benefits and challenges related to blended learning (BL), online distance learning (ODL), and virtual exchange or engagement (VE) compared to traditional face-to-face (F2F) teaching and learning at maritime higher education and training (MHET) institutions in South Africa. It also examines policy recommendations and the potential of emerging technologies, such as virtual reality and artificial intelligence, in shaping a digitally competent workforce. Ultimately, the paper advocates for a balanced approach that integrates traditional maritime knowledge with cutting-edge digital practices to enhance the overall quality and accessibility of maritime education in South Africa. The results of this study should assist South African MHET institutions in developing and evaluating the viability of certifying online distance learning (ODL) programs that combine state-of-the-art digital technology, creative teaching approaches, and traditional pedagogy. These ODL programs could be used as a template by MHET institutions in other developing environments if they are implemented successfully