Status, Applications, and Prospects of AI Integration in Maritime Education: Basis for Curriculum Planning

Status, Applications, and Prospects of AI Integration in Maritime Education: Basis for Curriculum Planning | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Status, Applications, and Prospects of AI Integration in Maritime Education: Basis for Curriculum Planning Sheryl Reyes This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7936477/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract This study investigates the integration of Artificial Intelligence (AI) in maritime higher education institutions (MHEIs) in Region III, Philippines. Guided by five research questions, it examines the demographic profile of instructors, the current status of AI integration, applications in teaching, challenges encountered, and future prospects as envisioned by faculty. A descriptive research design was employed, using a validated survey instrument administered to 50 maritime faculty members. Descriptive statistics, frequency distributions, weighted means, and thematic coding of open-ended responses were used in data analysis. Findings reveal that while simulation-based AI tools are most widely used, adoption remains uneven across instructional domains. AI is strongly applied in simulation and skill development, followed by content delivery and assessment. Challenges include a lack of training, infrastructure limitations, and ethical concerns. Faculty members are optimistic about AI’s prospects but stress the importance of continuous training, simulator investment, and clear policies. The study concludes with recommendations for faculty development, curriculum alignment, and institutional support to enable responsible AI integration in maritime education. Artificial Intelligence (AI) AI Integration Curriculum Planning Maritime Education Simulation-Based Learning Introduction Artificial Intelligence (AI) has rapidly transformed higher education by enhancing instructional delivery, assessment, and curriculum development. In maritime education and training (MET), AI has particular significance due to its ability to simulate complex, safety-critical environments and personalize student learning experiences. Maritime higher education institutions (MHEIs) in the Philippines face growing pressure to integrate AI in order to remain aligned with international standards and industry demands. However, challenges such as limited training, inadequate infrastructure, and ethical concerns hinder systematic adoption. This study investigates the current status, applications, challenges, and future prospects of AI integration in maritime education in Region III, Philippines. Methods This study employed a descriptive research design to collect both quantitative and qualitative data from maritime faculty members in Region III, Philippines. The respondents consisted of 50 instructors selected through purposive sampling to ensure participation of faculty familiar with AI integration in maritime instruction. A structured survey instrument was administered, comprising demographic items, Likert-scale statements, and open-ended questions aligned with the study’s five research questions. Quantitative data were analyzed using descriptive statistics, including frequency counts, percentages, and weighted means, while qualitative responses were coded thematically to capture emerging insights on the future prospects of AI in maritime education. It is acknowledged that the relatively small sample size and purposive sampling may limit the generalizability of the findings to the broader population of maritime faculty. Nevertheless, the study provides valuable insights into current trends, applications, challenges, and prospects of AI integration in maritime higher education. AI Assistance Declaration: Portions of the manuscript, including literature synthesis and language editing, were prepared with the assistance of AI tools (OpenAI’s ChatGPT). All analyses, interpretations, and final decisions were made solely by the authors. Results Table 1 reveals that the majority of respondents are relatively young or mid-career faculty members, with 60% under the age of 40 and nearly three-fourths serving in the rank of Instructor. This suggests that maritime higher education institutions (MHEIs) rely heavily on early-career educators for course delivery, particularly in Marine Engineering (34%) and Marine Transportation (30%) courses, which form the backbone of maritime instruction. Interestingly, while 74% of respondents reported having less than five years of teaching experience, a significant proportion (68%) indicated that they had attended at least some form of AI-related training. This demonstrates that exposure to AI tools is beginning to gain traction among newer faculty cohorts, though it may not yet translate into advanced or systematic integration. The relatively low representation of senior academic ranks (e.g., Associate Professors, Professors, and Program Heads) may also indicate a gap in leadership involvement in AI adoption, which is critical for institutional alignment and curriculum development. This aligns with Petjärv et al. (2025), who noted that institutional leadership and mentorship are essential for sustaining faculty engagement in AI, and with Kalniņa et al. (2024), who highlighted the lack of structured AI modules in faculty training programs. Overall, the table suggests that while younger maritime instructors are more exposed to AI training, the field still faces challenges in translating this exposure into long-term, systematic integration guided by experienced faculty leaders. Table 1 Demographic Profile of Respondents (N = 50) Variable Category Frequency (f) Percentage (%) Age Below 30 16 32% 31-40 14 28% 41-50 10 20% 51 and above 10 20% Teaching Rank Instructor 37 74% Associate Professor 4 8% Program Head - BSMT 3 6% Professor 2 4% Course Developer 2 4% Assessor 1 2% Program Head - BSMarE 1 2% Teaching Experience Less than 5 years 27 74% 6-10 years 13 26% 11-15 years 6 12% More than 15 years 4 8% Subjects Taught Marine Engineering courses 17 34% Marine Transportation courses 15 30% General Education courses 12 24% Maritime Safety & compliance 8 16% Simulator-related courses 6 12% AI-related Training Attended 34 68% Not Attended 16 32% RQ2. Current Status of AI Integration The results shown in Table 2 that simulation-based AI tools are the most widely used (61%), highlighting the importance of simulators in maritime training. Generative AI (41%) and adaptive learning platforms (39%) are also gaining ground, though to a lesser extent. Automated grading systems (35%) and predictive analytics (18%) remain less common, indicating that while simulation dominates, other AI applications are still in the early stages of adoption. These findings support the view of Fakhri et al. (2024) and Colak (2024) that AI-driven simulators enhance cadets’ decision-making and situational awareness. The limited use of predictive analytics reflects patterns noted by Smith and Brown (2022), who reported that infrastructural gaps restrict AI’s wider adoption. Similarly, Buenaobra et al. (2023) observed that while automated grading reduces faculty workload, its integration remains uneven across maritime institutions. Overall, the results suggest that AI integration in maritime education remains simulator-focused, with gradual expansion toward content delivery and assessment tools. Table 2 Top AI tools used (N=50) AI tool Frequency (f) Percentage (%) Simulation-based AI tools 30 61% Generative AI (e.g., ChatGPT) 20 41% Adaptive learning platforms 19 39% Automated grading systems 17 35% Predictive analytics 9 18% Note: Percentages exceed 100% because respondents could select multiple AI tools. RQ3. Application of AI in Maritime Instruction It can be gleaned in Table 3 that AI is most strongly applied in simulation and skill development (M = 3.32, interpreted as Strongly Agree ), which highlights its central role in maritime instruction. This result underscores how simulation-based AI technologies provide realistic, interactive training environments where cadets can develop decision-making and technical competencies in risk-free contexts. Content delivery also scored high (M = 3.15, Agree ), indicating that AI is increasingly supporting instructional delivery through adaptive learning platforms and generative content tools. Student assessment scored slightly lower (M = 2.97, Agree ), suggesting more cautious adoption of AI in evaluating student performance compared to its use in simulations and teaching delivery. These results confirm Colak’s (2024) finding that simulators enhanced with AI promote higher-order cognitive engagement by allowing learners to review errors and receive real-time adaptive feedback. The strong preference for simulation-based applications also echoes Fakhri et al. (2024), who demonstrated that AI-driven scenario variability strengthens situational awareness and skill development. Meanwhile, the moderate use of AI in assessment corresponds to the ethical concerns raised by Khlaif et al. (2024) regarding fairness, transparency, and reliability in AI-generated evaluations. Similarly, Vera (2023) noted that many faculty remain cautious in delegating high-stakes assessments to AI due to worries about accuracy and contextual sensitivity. Overall, while simulation remains the most advanced area of AI integration in maritime education, adoption in assessment is progressing more slowly due to ethical and practical concerns. Table 3 Application of AI (Mean Scores, 4-point scale) Application Area Mean (1-4 scale) Interpretation Content delivery 3.15 Agree Student assessment 2.97 Agree Simulation and skill development 3.32 Strongly Agree RQ4. Challenges Encountered The findings in Table 4 show that the most pressing challenge encountered by faculty members in integrating AI into maritime instruction is the lack of training (M = 3.45), indicating that most instructors feel underprepared to effectively utilize AI tools in their teaching. This is followed by limited infrastructure (M = 3.27), such as insufficient access to updated hardware, software, and reliable internet. Ethical and data privacy concerns (M = 3.15) also emerged as a notable issue, while high cost of AI tools (M = 3.08) and resistance to adoption (M = 2.85) were reported as relatively less pressing but still relevant. The trend suggests that while faculty acknowledge the value of AI, their ability to integrate it is constrained primarily by lack of institutional support in training and resources. These findings are consistent with recent studies. Kalniņa et al. (2024) emphasized that AI-related training in maritime and technical education is often limited to short, optional modules, leaving faculty with insufficient pedagogical strategies to use AI effectively. Similarly, Sharawy (2023) highlighted how institutional constraints, particularly outdated infrastructure and inconsistent access to digital resources, limit meaningful adoption of AI in maritime institutions. Ethical and data privacy concerns align with Gökoğlu’s (2024) findings that faculty remain cautious about the risks of algorithmic bias and misuse of sensitive student data. Collectively, these results reinforce the idea that faculty readiness is not solely a matter of individual competence but depends on systemic institutional support. Addressing these challenges will therefore require sustained investment in structured professional development and infrastructural upgrading, ensuring that AI integration in maritime education is both effective and ethically responsible. Table 4 Challenges in AI Integration (Mean Scores, 4-point scale ) Challenge Mean SD Lack of training 3.45 0.617 Limited infrastructure 3.27 0.786 Ethical/data privacy concerns 3.15 0.772 High cost of AI tools 3.08 0.778 Resistance to adoption 2.05 0.849 RQ5. Future Prospects of AI Table 5 presents the mean ratings of respondents regarding their envisioned future role of AI in maritime education. The results indicate that faculty members largely agree that AI will play a central role in maritime instruction (M = 3.44, SD = 0.71) and express optimism about its long-term role in higher education (M = 3.35, SD = 0.70). Respondents also emphasized the importance of ongoing training (M = 3.25, SD = 0.60) and noted AI’s potential to enhance personalized learning opportunities (M = 3.17, SD = 0.66). These findings suggest that instructors generally perceive AI as a positive force in the future of maritime education, though they stress the need for sustainable faculty upskilling. Table 5 Faculty Prospects for AI in Maritime Education Prospect Statement Mean SD Interpretation AI will play a central role in future maritime education 3.44 0.71 Agree I feel optimistic about AI’s long-term role 3.35 0.70 Agree Faculty will require ongoing training 3.25 0.60 Agree AI will improve personalized learning 3.17 0.66 Agree Beyond the scaled responses, the open-ended question revealed recurring themes in how faculty envision AI’s future. The most frequently mentioned were the need for training (6 mentions), greater use of simulation and digital twins (6 mentions), and the importance of ethics and policy guidelines (4 mentions). Other areas noted include curriculum change and AI-driven assessment. Sample faculty responses include: “Real-time situation adjustments from AI should be integrated on simulator-based systems,” , “Teachers have to have enough training first and then specific guidelines or policies should be drafted, and “Maximizing AI in streamlining instructional content, assessment, and feedback (at least for general education ) ”. These highlight the dual emphasis on technological innovation and policy preparedness. The combined findings illustrate that while faculty members are optimistic about AI’s transformative role, they consistently call for institutional investments in professional development and ethical frameworks to ensure responsible adoption. This aligns with the recommendations of Türkistanli (2024), who found that maritime curricula must integrate digital competencies, and Asai et al. (2024), who stressed modular curriculum updates responsive to AI trends. Similarly, Belharet et al. (2024) emphasized that embedding digital twins into training supports workforce readiness for smart shipping, reflecting the same vision raised by respondents in this study. The results of this study collectively demonstrate that while maritime faculty are beginning to adopt AI tools in their teaching, integration remains uneven and shaped by both institutional and individual factors. The demographic profile revealed that most instructors are early- to mid-career, yet a considerable proportion lack structured AI-related training, echoing Mahligawati et al. (2023) on digital competence gaps. The status of AI integration shows simulation tools as the most widely used, reflecting the central role of simulators in maritime training (Fakhri et al., 2024; Colak, 2024), though other applications such as predictive analytics remain underutilized due to infrastructure and policy barriers (Smith & Brown, 2022). In terms of application, AI is most strongly embedded in simulation and skill development, with moderate use in content delivery and student assessment. This pattern confirms earlier findings by Colak (2024) and Khlaif et al. (2024), suggesting that AI is most effective when applied in practical, experiential learning but faces ethical concerns when used for assessment. Challenges identified, particularly lack of training and infrastructure, further highlight the barriers underscored in Kalniņa et al. (2024) and Sharawy (2023). Prospects, however, were largely optimistic, with faculty envisioning AI as central to future maritime education, especially in simulation, training, and curriculum transformation, aligning with Türkistanli (2024) and Belharet et al. (2024). Overall, the findings illustrate a transitional stage, maritime higher education institutions are experimenting with AI tools in ways that support competency-based training but must strengthen faculty development, infrastructure, and policy frameworks to achieve systematic and sustainable integration. These results provide a strong foundation for curriculum planning that is both responsive to technological innovation and attentive to the lived realities of faculty in maritime education. Discussion The findings demonstrate that while AI integration in maritime education is underway, it remains uneven across tools and applications. Faculty are strongest in applying AI to simulation, consistent with international studies (Colak, 2024; Fakhri et al., 2024) showing the pedagogical benefits of AI-enhanced simulators. However, moderate adoption of AI for assessment reflects concerns about transparency and fairness (Khlaif et al., 2024). The demographic profile revealed that most instructors are early-career faculty with limited AI-related training, consistent with Mahligawati et al. (2023). This explains why lack of training emerged as the most pressing challenge, alongside infrastructure gaps (Sharawy, 2023) and ethical concerns (Gökoğlu, 2024). Despite these challenges, faculty remain optimistic about the future of AI in maritime education, highlighting prospects for expanded use in simulation, curriculum reform, and personalized learning. These results underscore the importance of institutional support, policy development, and faculty training programs, consistent with Cosentino et al. (2024) and Asai et al. (2024), who stressed the role of training and curricular alignment in successful AI adoption. Overall, the findings highlight that AI integration must be pursued as a strategic and context-sensitive educational reform. Conclusion This study examined the status, applications, challenges, and prospects of AI integration in maritime education in Region III, Philippines. Results revealed that AI tools, especially simulators, are widely used but adoption remains uneven, constrained by training gaps, infrastructure limitations, and ethical issues. Faculty members are optimistic about AI’s potential, particularly in simulation and personalized learning, but emphasize the necessity of structured training and institutional policies. The study concludes that systematic faculty development, curricular integration, and supportive policies are essential for enabling responsible and effective AI adoption in maritime higher education. Declarations 1. For the Ethics Approval This study was reviewed and approved by the Ethics Committee of Bataan Peninsula State University (BPSU). All research procedures complied with institutional and national ethical standards for studies involving human participants. 2. For the Participant Consent Participation in this study was voluntary. All respondents were informed of the study's objectives, procedures, and their rights, and were provided informed consent prior to completing the survey. Confidentiality and anonymity of responses were strictly maintained throughout the research process. References Bačnar, D., Demir Barić, & Ogrizović, D. (2025). Charting the future of maritime education and training: A technology-acceptance-model-based pilot study on students’ behavioural intention to use a fully immersive VR engine room simulator. Applied System Innovation, 8 (3), 84. https://doi.org/10.3390/asi8030084 Campos Toresano, C., Mujal Colilles, A., & Castells Sanabra, M. (2022). The next step on the maritime education and training in the era of autonomous shipping. Maritime Transport, 13 (1), 1–12. https://doi.org/10.5821/mt.11004 Clifford, P. L. R. (2024). 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Frontiers in Artificial Intelligence, 4 , 654924. https://doi.org/10.3389/frai.2021.654924 Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-7936477","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":536448330,"identity":"26ccd525-760d-4a7d-95a1-8c1ad2a0ca28","order_by":0,"name":"Sheryl Reyes","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA3UlEQVRIiWNgGAWjYBADOQMIzQzEPMRpMSZdS+IGorXITzv78DFPRV36dun2ZxIMFdaJDdK9B/BqMbidbmzMc+Zw7s45Z8wkGM6kJzbInEvAr0U6jU2at+1A7oYbOWwSjG2HExskcgzwO2x2Gvtv3n916QY30p9JMP4jQgvD7TQ2Zt4G5gSDGwlmEowNRGgxuJ3GLDnn2GFDoF+MLRKOpRu3yZwh6DDGD29q6uTNpdsf3vhQYy3bL91DwGFAwASOCAkgTgBiNgmCGhgYGH/AtDCgMEbBKBgFo2AUQAAACdRDLY21GKEAAAAASUVORK5CYII=","orcid":"","institution":"Bataan Peninsula State University","correspondingAuthor":true,"prefix":"","firstName":"Sheryl","middleName":"","lastName":"Reyes","suffix":""}],"badges":[],"createdAt":"2025-10-24 03:53:26","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-7936477/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-7936477/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":96240137,"identity":"854da4e2-f50f-4f9d-8659-2bbea8906e7f","added_by":"auto","created_at":"2025-11-19 07:08:28","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":331495,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7936477/v1/a09368a9-5749-4dd8-9241-cfca38ef5c29.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Status, Applications, and Prospects of AI Integration in Maritime Education: Basis for Curriculum Planning","fulltext":[{"header":"Introduction","content":"\u003cp\u003eArtificial Intelligence (AI) has rapidly transformed higher education by enhancing instructional delivery, assessment, and curriculum development. In maritime education and training (MET), AI has particular significance due to its ability to simulate complex, safety-critical environments and personalize student learning experiences. Maritime higher education institutions (MHEIs) in the Philippines face growing pressure to integrate AI in order to remain aligned with international standards and industry demands. However, challenges such as limited training, inadequate infrastructure, and ethical concerns hinder systematic adoption. This study investigates the current status, applications, challenges, and future prospects of AI integration in maritime education in Region III, Philippines.\u0026nbsp;\u003c/p\u003e"},{"header":"Methods","content":"\u003cp\u003eThis study employed a descriptive research design to collect both quantitative and qualitative data from maritime faculty members in Region III, Philippines. The respondents consisted of 50 instructors selected through purposive sampling to ensure participation of faculty familiar with AI integration in maritime instruction. A structured survey instrument was administered, comprising demographic items, Likert-scale statements, and open-ended questions aligned with the study\u0026rsquo;s five research questions. Quantitative data were analyzed using descriptive statistics, including frequency counts, percentages, and weighted means, while qualitative responses were coded thematically to capture emerging insights on the future prospects of AI in maritime education. It is acknowledged that the relatively small sample size and purposive sampling may limit the generalizability of the findings to the broader population of maritime faculty. Nevertheless, the study provides valuable insights into current trends, applications, challenges, and prospects of AI integration in maritime higher education.\u003c/p\u003e\n\u003cp\u003eAI Assistance Declaration: Portions of the manuscript, including literature synthesis and language editing, were prepared with the assistance of AI tools (OpenAI\u0026rsquo;s ChatGPT). All analyses, interpretations, and final decisions were made solely by the authors.\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003eTable 1 reveals that the majority of respondents are relatively young or mid-career faculty members, with 60% under the age of 40 and nearly three-fourths serving in the rank of Instructor. This suggests that maritime higher education institutions (MHEIs) rely heavily on early-career educators for course delivery, particularly in Marine Engineering (34%) and Marine Transportation (30%) courses, which form the backbone of maritime instruction. Interestingly, while 74% of respondents reported having less than five years of teaching experience, a significant proportion (68%) indicated that they had attended at least some form of AI-related training. This demonstrates that exposure to AI tools is beginning to gain traction among newer faculty cohorts, though it may not yet translate into advanced or systematic integration. The relatively low representation of senior academic ranks (e.g., Associate Professors, Professors, and Program Heads) may also indicate a gap in leadership involvement in AI adoption, which is critical for institutional alignment and curriculum development. This aligns with Petj\u0026auml;rv et al. (2025), who noted that institutional leadership and mentorship are essential for sustaining faculty engagement in AI, and with Kalniņa et al. (2024), who highlighted the lack of structured AI modules in faculty training programs. Overall, the table suggests that while younger maritime instructors are more exposed to AI training, the field still faces challenges in translating this exposure into long-term, systematic integration guided by experienced faculty leaders.\u003c/p\u003e\n\u003cp\u003eTable 1\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eDemographic Profile of Respondents (N = 50)\u003c/em\u003e\u003c/p\u003e\n\u003ctable style=\"border: none; border-collapse: collapse; width: 100%;\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"border-top: 1pt solid black;border-right: 1pt solid black;border-bottom: 1pt solid black;border-image: initial;border-left: none;padding: 5pt;height: 25pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:justify;'\u003e\u003cspan style='font-size:15px;font-family: \"Arial\",sans-serif;color:windowtext;'\u003eVariable\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003ctd style=\"border-top: 1pt solid black;border-right: 1pt solid black;border-bottom: 1pt solid black;border-image: initial;border-left: none;padding: 5pt;height: 25pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:justify;'\u003e\u003cspan style='font-size:15px;font-family: \"Arial\",sans-serif;color:windowtext;'\u003eCategory\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003ctd style=\"border-top: 1pt solid black;border-right: 1pt solid black;border-bottom: 1pt solid black;border-image: initial;border-left: none;padding: 5pt;height: 25pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:center;'\u003e\u003cspan style='font-size:15px;font-family:\"Arial\",sans-serif;color:windowtext;'\u003eFrequency (f)\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003ctd style=\"border-top: 1pt solid black;border-left: none;border-bottom: 1pt solid black;border-right: none;padding: 5pt;height: 25pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:center;'\u003e\u003cspan style='font-size:15px;font-family:\"Arial\",sans-serif;color:windowtext;'\u003ePercentage (%)\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 15.1pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:justify;'\u003e\u003cspan style='font-size:15px;font-family: \"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003eAge\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 15.1pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:justify;'\u003e\u003cspan style='font-size:15px;font-family: \"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003eBelow 30\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 15.1pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:center;'\u003e\u003cspan style='font-size:15px;font-family:\"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003e16\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003ctd style=\"border-top: none;border-right: none;border-left: none;border-image: initial;border-bottom: 1pt solid black;padding: 5pt;height: 15.1pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:center;'\u003e\u003cspan style='font-size:15px;font-family:\"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003e32%\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 16.9pt;vertical-align: top;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 16.9pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:justify;'\u003e\u003cspan style='font-size:15px;font-family: \"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003e31-40\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 16.9pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:center;'\u003e\u003cspan style='font-size:15px;font-family:\"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003e14\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003ctd style=\"border-top: none;border-right: none;border-left: none;border-image: initial;border-bottom: 1pt solid black;padding: 5pt;height: 16.9pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:center;'\u003e\u003cspan style='font-size:15px;font-family:\"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003e28%\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 3.05pt;vertical-align: top;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 3.05pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:justify;'\u003e\u003cspan style='font-size:15px;font-family: \"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003e41-50\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 3.05pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:center;'\u003e\u003cspan style='font-size:15px;font-family:\"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003e10\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003ctd style=\"border-top: none;border-right: none;border-left: none;border-image: initial;border-bottom: 1pt solid black;padding: 5pt;height: 3.05pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:center;'\u003e\u003cspan style='font-size:15px;font-family:\"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003e20%\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 7.65pt;vertical-align: top;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 7.65pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:justify;'\u003e\u003cspan style='font-size:15px;font-family: \"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003e51 and above\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 7.65pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:center;'\u003e\u003cspan style='font-size:15px;font-family:\"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003e10\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003ctd style=\"border-top: none;border-right: none;border-left: none;border-image: initial;border-bottom: 1pt solid black;padding: 5pt;height: 7.65pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:center;'\u003e\u003cspan style='font-size:15px;font-family:\"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003e20%\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 5.85pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:justify;'\u003e\u003cspan style='font-size:15px;font-family: \"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003eTeaching Rank\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 5.85pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:justify;'\u003e\u003cspan style='font-size:15px;font-family: \"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003eInstructor\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 5.85pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:center;'\u003e\u003cspan style='font-size:15px;font-family:\"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003e37\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003ctd style=\"border-top: none;border-right: none;border-left: none;border-image: initial;border-bottom: 1pt solid black;padding: 5pt;height: 5.85pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:center;'\u003e\u003cspan style='font-size:15px;font-family:\"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003e74%\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 9.75pt;vertical-align: top;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 9.75pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:justify;'\u003e\u003cspan style='font-size:15px;font-family: \"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003eAssociate Professor\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 9.75pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:center;'\u003e\u003cspan style='font-size:15px;font-family:\"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003e4\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003ctd style=\"border-top: none;border-right: none;border-left: none;border-image: initial;border-bottom: 1pt solid black;padding: 5pt;height: 9.75pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:center;'\u003e\u003cspan style='font-size:15px;font-family:\"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003e8%\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 7.25pt;vertical-align: top;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 7.25pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:justify;'\u003e\u003cspan style='font-size:15px;font-family: \"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003eProgram Head - BSMT\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 7.25pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:center;'\u003e\u003cspan style='font-size:15px;font-family:\"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003e3\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003ctd style=\"border-top: none;border-right: none;border-left: none;border-image: initial;border-bottom: 1pt solid black;padding: 5pt;height: 7.25pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:center;'\u003e\u003cspan style='font-size:15px;font-family:\"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003e6%\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 5.45pt;vertical-align: top;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 5.45pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:justify;'\u003e\u003cspan style='font-size:15px;font-family: \"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003eProfessor\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 5.45pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:center;'\u003e\u003cspan style='font-size:15px;font-family:\"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003e2\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003ctd style=\"border-top: none;border-right: none;border-left: none;border-image: initial;border-bottom: 1pt solid black;padding: 5pt;height: 5.45pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:center;'\u003e\u003cspan style='font-size:15px;font-family:\"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003e4%\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 2.25pt;vertical-align: top;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 2.25pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:justify;'\u003e\u003cspan style='font-size:15px;font-family: \"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003eCourse Developer\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 2.25pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:center;'\u003e\u003cspan style='font-size:15px;font-family:\"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003e2\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003ctd style=\"border-top: none;border-right: none;border-left: none;border-image: initial;border-bottom: 1pt solid black;padding: 5pt;height: 2.25pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:center;'\u003e\u003cspan style='font-size:15px;font-family:\"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003e4%\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 7.55pt;vertical-align: top;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 7.55pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:justify;'\u003e\u003cspan style='font-size:15px;font-family: \"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003eAssessor\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 7.55pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:center;'\u003e\u003cspan style='font-size:15px;font-family:\"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003e1\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003ctd style=\"border-top: none;border-right: none;border-left: none;border-image: initial;border-bottom: 1pt solid black;padding: 5pt;height: 7.55pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:center;'\u003e\u003cspan style='font-size:15px;font-family:\"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003e2%\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 5.05pt;vertical-align: top;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 5.05pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:justify;'\u003e\u003cspan style='font-size:15px;font-family: \"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003eProgram Head - BSMarE\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 5.05pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:center;'\u003e\u003cspan style='font-size:15px;font-family:\"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003e1\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003ctd style=\"border-top: none;border-right: none;border-left: none;border-image: initial;border-bottom: 1pt solid black;padding: 5pt;height: 5.05pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:center;'\u003e\u003cspan style='font-size:15px;font-family:\"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003e2%\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 25pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:justify;'\u003e\u003cspan style='font-size:15px;font-family: \"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003eTeaching Experience\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 25pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:justify;'\u003e\u003cspan style='font-size:15px;font-family: \"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003eLess than 5 years\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 25pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:center;'\u003e\u003cspan style='font-size:15px;font-family:\"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003e27\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003ctd style=\"border-top: none;border-right: none;border-left: none;border-image: initial;border-bottom: 1pt solid black;padding: 5pt;height: 25pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:center;'\u003e\u003cspan style='font-size:15px;font-family:\"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003e74%\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 8.75pt;vertical-align: top;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 8.75pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:justify;'\u003e\u003cspan style='font-size:15px;font-family: \"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003e6-10 years\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 8.75pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:center;'\u003e\u003cspan style='font-size:15px;font-family:\"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003e13\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003ctd style=\"border-top: none;border-right: none;border-left: none;border-image: initial;border-bottom: 1pt solid black;padding: 5pt;height: 8.75pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:center;'\u003e\u003cspan style='font-size:15px;font-family:\"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003e26%\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 1pt;vertical-align: top;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 1pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:justify;'\u003e\u003cspan style='font-size:15px;font-family: \"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003e11-15 years\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 1pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:center;'\u003e\u003cspan style='font-size:15px;font-family:\"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003e6\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003ctd style=\"border-top: none;border-right: none;border-left: none;border-image: initial;border-bottom: 1pt solid black;padding: 5pt;height: 1pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:center;'\u003e\u003cspan style='font-size:15px;font-family:\"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003e12%\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 1pt;vertical-align: top;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 1pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:justify;'\u003e\u003cspan style='font-size:15px;font-family: \"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003eMore than 15 years\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 1pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:center;'\u003e\u003cspan style='font-size:15px;font-family:\"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003e4\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003ctd style=\"border-top: none;border-right: none;border-left: none;border-image: initial;border-bottom: 1pt solid black;padding: 5pt;height: 1pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:center;'\u003e\u003cspan style='font-size:15px;font-family:\"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003e8%\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 1pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:justify;'\u003e\u003cspan style='font-size:15px;font-family: \"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003eSubjects Taught\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 1pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:justify;'\u003e\u003cspan style='font-size:15px;font-family: \"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003eMarine Engineering courses\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 1pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:center;'\u003e\u003cspan style='font-size:15px;font-family:\"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003e17\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003ctd style=\"border-top: none;border-right: none;border-left: none;border-image: initial;border-bottom: 1pt solid black;padding: 5pt;height: 1pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:center;'\u003e\u003cspan style='font-size:15px;font-family:\"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003e34%\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 6.55pt;vertical-align: top;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 6.55pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;'\u003e\u003cspan style='font-size:15px;font-family:\"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003eMarine Transportation courses\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 6.55pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:center;'\u003e\u003cspan style='font-size:15px;font-family:\"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003e15\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003ctd style=\"border-top: none;border-right: none;border-left: none;border-image: initial;border-bottom: 1pt solid black;padding: 5pt;height: 6.55pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:center;'\u003e\u003cspan style='font-size:15px;font-family:\"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003e30%\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 5.65pt;vertical-align: top;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 5.65pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:justify;'\u003e\u003cspan style='font-size:15px;font-family: \"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003eGeneral Education courses\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 5.65pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:center;'\u003e\u003cspan style='font-size:15px;font-family:\"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003e12\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003ctd style=\"border-top: none;border-right: none;border-left: none;border-image: initial;border-bottom: 1pt solid black;padding: 5pt;height: 5.65pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:center;'\u003e\u003cspan style='font-size:15px;font-family:\"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003e24%\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 10.2pt;vertical-align: top;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 10.2pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:justify;'\u003e\u003cspan style='font-size:15px;font-family: \"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003eMaritime Safety \u0026amp; compliance\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 10.2pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:center;'\u003e\u003cspan style='font-size:15px;font-family:\"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003e8\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003ctd style=\"border-top: none;border-right: none;border-left: none;border-image: initial;border-bottom: 1pt solid black;padding: 5pt;height: 10.2pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:center;'\u003e\u003cspan style='font-size:15px;font-family:\"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003e16%\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 1pt;vertical-align: top;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 1pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:justify;'\u003e\u003cspan style='font-size:15px;font-family: \"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003eSimulator-related courses\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 1pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:center;'\u003e\u003cspan style='font-size:15px;font-family:\"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003e6\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003ctd style=\"border-top: none;border-right: none;border-left: none;border-image: initial;border-bottom: 1pt solid black;padding: 5pt;height: 1pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:center;'\u003e\u003cspan style='font-size:15px;font-family:\"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003e12%\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 5.25pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:justify;'\u003e\u003cspan style='font-size:15px;font-family: \"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003eAI-related Training\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 5.25pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:justify;'\u003e\u003cspan style='font-size:15px;font-family: \"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003eAttended\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 5.25pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:center;'\u003e\u003cspan style='font-size:15px;font-family:\"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003e34\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003ctd style=\"border-top: none;border-right: none;border-left: none;border-image: initial;border-bottom: 1pt solid black;padding: 5pt;height: 5.25pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:center;'\u003e\u003cspan style='font-size:15px;font-family:\"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003e68%\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 3.45pt;vertical-align: top;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 3.45pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:justify;'\u003e\u003cspan style='font-size:15px;font-family: \"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003eNot Attended\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003ctd style=\"border-top: none;border-left: none;border-bottom: 1pt solid black;border-right: 1pt solid black;padding: 5pt;height: 3.45pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:center;'\u003e\u003cspan style='font-size:15px;font-family:\"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003e16\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003ctd style=\"border-top: none;border-right: none;border-left: none;border-image: initial;border-bottom: 1pt solid black;padding: 5pt;height: 3.45pt;vertical-align: top;\"\u003e\n \u003ch1 style='margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;line-height:normal;font-size:19px;font-family:\"Calibri\",sans-serif;color:#365F91;text-align:center;'\u003e\u003cspan style='font-size:15px;font-family:\"Arial\",sans-serif;color:windowtext;font-weight:normal;'\u003e32%\u003c/span\u003e\u003c/h1\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eRQ2. Current Status of AI Integration\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe results shown in Table 2 that simulation-based AI tools are the most widely used (61%), highlighting the importance of simulators in maritime training. Generative AI (41%) and adaptive learning platforms (39%) are also gaining ground, though to a lesser extent. Automated grading systems (35%) and predictive analytics (18%) remain less common, indicating that while simulation dominates, other AI applications are still in the early stages of adoption.\u003c/p\u003e\n\u003cp\u003eThese findings support the view of Fakhri et al. (2024) and Colak (2024) that AI-driven simulators enhance cadets\u0026rsquo; decision-making and situational awareness. The limited use of predictive analytics reflects patterns noted by Smith and Brown (2022), who reported that infrastructural gaps restrict AI\u0026rsquo;s wider adoption. Similarly, Buenaobra et al. (2023) observed that while automated grading reduces faculty workload, its integration remains uneven across maritime institutions. Overall, the results suggest that AI integration in maritime education remains simulator-focused, with gradual expansion toward content delivery and assessment tools.\u003c/p\u003e\n\u003cp\u003eTable 2\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026nbsp;Top AI tools used (N=50)\u003c/em\u003e\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 271px;\"\u003eAI tool\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 164px;\"\u003eFrequency (f)\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003ePercentage (%)\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 271px;\"\u003eSimulation-based AI tools\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 164px;\"\u003e30\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e61%\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 271px;\"\u003eGenerative AI (e.g., ChatGPT)\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 164px;\"\u003e20\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e41%\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 271px;\"\u003eAdaptive learning platforms\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 164px;\"\u003e19\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e39%\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 271px;\"\u003eAutomated grading systems\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 164px;\"\u003e17\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e35%\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 271px;\"\u003ePredictive analytics\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 164px;\"\u003e9\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e18%\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cem\u003eNote: Percentages exceed 100% because respondents could select multiple AI tools.\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eRQ3. Application of AI in Maritime Instruction\u003c/p\u003e\n\u003cp\u003eIt can be gleaned in Table 3 that AI is most strongly applied in simulation and skill development (M = 3.32, interpreted as \u003cem\u003eStrongly Agree\u003c/em\u003e), which highlights its central role in maritime instruction. This result underscores how simulation-based AI technologies provide realistic, interactive training environments where cadets can develop decision-making and technical competencies in risk-free contexts. Content delivery also scored high (M = 3.15, \u003cem\u003eAgree\u003c/em\u003e), indicating that AI is increasingly supporting instructional delivery through adaptive learning platforms and generative content tools. Student assessment scored slightly lower (M = 2.97, \u003cem\u003eAgree\u003c/em\u003e), suggesting more cautious adoption of AI in evaluating student performance compared to its use in simulations and teaching delivery.\u003c/p\u003e\n\u003cp\u003eThese results confirm Colak\u0026rsquo;s (2024) finding that simulators enhanced with AI promote higher-order cognitive engagement by allowing learners to review errors and receive real-time adaptive feedback. The strong preference for simulation-based applications also echoes Fakhri et al. (2024), who demonstrated that AI-driven scenario variability strengthens situational awareness and skill development. Meanwhile, the moderate use of AI in assessment corresponds to the ethical concerns raised by Khlaif et al. (2024) regarding fairness, transparency, and reliability in AI-generated evaluations. Similarly, Vera (2023) noted that many faculty remain cautious in delegating high-stakes assessments to AI due to worries about accuracy and contextual sensitivity. Overall, while simulation remains the most advanced area of AI integration in maritime education, adoption in assessment is progressing more slowly due to ethical and practical concerns.\u003c/p\u003e\n\u003cp\u003eTable 3\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026nbsp;Application of AI (Mean Scores, 4-point scale)\u003c/em\u003e\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"576\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 312px;\"\u003eApplication Area\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 142px;\"\u003eMean (1-4 scale)\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003eInterpretation\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 312px;\"\u003eContent delivery\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 142px;\"\u003e3.15\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003eAgree\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 312px;\"\u003eStudent assessment\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 142px;\"\u003e2.97\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003eAgree\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 312px;\"\u003eSimulation and skill development\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 142px;\"\u003e3.32\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003eStrongly Agree\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eRQ4. Challenges Encountered\u003c/p\u003e\n\u003cp\u003eThe findings in Table 4 show that the most pressing challenge encountered by faculty members in integrating AI into maritime instruction is the lack of training (M = 3.45), indicating that most instructors feel underprepared to effectively utilize AI tools in their teaching. This is followed by limited infrastructure (M = 3.27), such as insufficient access to updated hardware, software, and reliable internet. Ethical and data privacy concerns (M = 3.15) also emerged as a notable issue, while high cost of AI tools (M = 3.08) and resistance to adoption (M = 2.85) were reported as relatively less pressing but still relevant. The trend suggests that while faculty acknowledge the value of AI, their ability to integrate it is constrained primarily by lack of institutional support in training and resources.\u003c/p\u003e\n\u003cp\u003eThese findings are consistent with recent studies. Kalniņa et al. (2024) emphasized that AI-related training in maritime and technical education is often limited to short, optional modules, leaving faculty with insufficient pedagogical strategies to use AI effectively. Similarly, Sharawy (2023) highlighted how institutional constraints, particularly outdated infrastructure and inconsistent access to digital resources, limit meaningful adoption of AI in maritime institutions. Ethical and data privacy concerns align with G\u0026ouml;koğlu\u0026rsquo;s (2024) findings that faculty remain cautious about the risks of algorithmic bias and misuse of sensitive student data. Collectively, these results reinforce the idea that faculty readiness is not solely a matter of individual competence but depends on systemic institutional support. Addressing these challenges will therefore require sustained investment in structured professional development and infrastructural upgrading, ensuring that AI integration in maritime education is both effective and ethically responsible.\u003c/p\u003e\n\u003cp\u003eTable 4\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eChallenges in AI Integration (Mean Scores, 4-point scale\u003c/em\u003e)\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"576\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 293px;\"\u003eChallenge\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 142px;\"\u003eMean\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 142px;\"\u003eSD\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 293px;\"\u003eLack of training\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 142px;\"\u003e3.45\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 142px;\"\u003e0.617\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 293px;\"\u003eLimited infrastructure\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 142px;\"\u003e3.27\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 142px;\"\u003e0.786\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 293px;\"\u003eEthical/data privacy concerns\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 142px;\"\u003e3.15\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 142px;\"\u003e0.772\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 293px;\"\u003eHigh cost of AI tools\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 142px;\"\u003e3.08\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 142px;\"\u003e0.778\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 293px;\"\u003eResistance to adoption\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 142px;\"\u003e2.05\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 142px;\"\u003e0.849\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eRQ5. Future Prospects of AI\u003c/p\u003e\n\u003cp\u003eTable 5 presents the mean ratings of respondents regarding their envisioned future role of AI in maritime education. The results indicate that faculty members largely agree that AI will play a central role in maritime instruction (M = 3.44, SD = 0.71) and express optimism about its long-term role in higher education (M = 3.35, SD = 0.70). Respondents also emphasized the importance of ongoing training (M = 3.25, SD = 0.60) and noted AI\u0026rsquo;s potential to enhance personalized learning opportunities (M = 3.17, SD = 0.66). These findings suggest that instructors generally perceive AI as a positive force in the future of maritime education, though they stress the need for sustainable faculty upskilling.\u003c/p\u003e\n\u003cp\u003eTable 5\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eFaculty Prospects for AI in Maritime Education\u003c/em\u003e\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003eProspect Statement\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\"\u003eMean\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\"\u003eSD\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\"\u003eInterpretation\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003eAI will play a central role in future maritime education\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\"\u003e3.44\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\"\u003e0.71\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\"\u003eAgree\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003eI feel optimistic about AI\u0026rsquo;s long-term role\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\"\u003e3.35\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\"\u003e0.70\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\"\u003eAgree\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003eFaculty will require ongoing training\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\"\u003e3.25\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\"\u003e0.60\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\"\u003eAgree\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003eAI will improve personalized learning\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\"\u003e3.17\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\"\u003e0.66\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\"\u003eAgree\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eBeyond the scaled responses, the open-ended question revealed recurring themes in how faculty envision AI\u0026rsquo;s future. The most frequently mentioned were the need for training (6 mentions), greater use of simulation and digital twins (6 mentions), and the importance of ethics and policy guidelines (4 mentions). Other areas noted include curriculum change and AI-driven assessment. Sample faculty responses include: \u003cem\u003e\u0026ldquo;Real-time situation adjustments from AI should be integrated on simulator-based systems,\u0026rdquo;\u003c/em\u003e, \u003cem\u003e\u0026ldquo;Teachers have to have enough training first and then specific guidelines or policies should be drafted,\u0026nbsp;\u003c/em\u003eand\u003cem\u003e\u0026nbsp;\u0026ldquo;Maximizing AI in streamlining instructional content, assessment, and feedback (at least for general education\u003c/em\u003e)\u003cem\u003e\u0026rdquo;.\u003c/em\u003e These highlight the dual emphasis on technological innovation and policy preparedness.\u003c/p\u003e\n\u003cp\u003eThe combined findings illustrate that while faculty members are optimistic about AI\u0026rsquo;s transformative role, they consistently call for institutional investments in professional development and ethical frameworks to ensure responsible adoption. This aligns with the recommendations of T\u0026uuml;rkistanli (2024), who found that maritime curricula must integrate digital competencies, and Asai et al. (2024), who stressed modular curriculum updates responsive to AI trends. Similarly, Belharet et al. (2024) emphasized that embedding digital twins into training supports workforce readiness for smart shipping, reflecting the same vision raised by respondents in this study.\u003c/p\u003e\n\u003cp\u003eThe results of this study collectively demonstrate that while maritime faculty are beginning to adopt AI tools in their teaching, integration remains uneven and shaped by both institutional and individual factors. The demographic profile revealed that most instructors are early- to mid-career, yet a considerable proportion lack structured AI-related training, echoing Mahligawati et al. (2023) on digital competence gaps. The status of AI integration shows simulation tools as the most widely used, reflecting the central role of simulators in maritime training (Fakhri et al., 2024; Colak, 2024), though other applications such as predictive analytics remain underutilized due to infrastructure and policy barriers (Smith \u0026amp; Brown, 2022).\u003c/p\u003e\n\u003cp\u003eIn terms of application, AI is most strongly embedded in simulation and skill development, with moderate use in content delivery and student assessment. This pattern confirms earlier findings by Colak (2024) and Khlaif et al. (2024), suggesting that AI is most effective when applied in practical, experiential learning but faces ethical concerns when used for assessment. Challenges identified, particularly lack of training and infrastructure, further highlight the barriers underscored in Kalniņa et al. (2024) and Sharawy (2023). Prospects, however, were largely optimistic, with faculty envisioning AI as central to future maritime education, especially in simulation, training, and curriculum transformation, aligning with T\u0026uuml;rkistanli (2024) and Belharet et al. (2024).\u003c/p\u003e\n\u003cp\u003eOverall, the findings illustrate a transitional stage, maritime higher education institutions are experimenting with AI tools in ways that support competency-based training but must strengthen faculty development, infrastructure, and policy frameworks to achieve systematic and sustainable integration. These results provide a strong foundation for curriculum planning that is both responsive to technological innovation and attentive to the lived realities of faculty in maritime education.\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eThe findings demonstrate that while AI integration in maritime education is underway, it remains uneven across tools and applications. Faculty are strongest in applying AI to simulation, consistent with international studies (Colak, 2024; Fakhri et al., 2024) showing the pedagogical benefits of AI-enhanced simulators. However, moderate adoption of AI for assessment reflects concerns about transparency and fairness (Khlaif et al., 2024). The demographic profile revealed that most instructors are early-career faculty with limited AI-related training, consistent with Mahligawati et al. (2023). This explains why lack of training emerged as the most pressing challenge, alongside infrastructure gaps (Sharawy, 2023) and ethical concerns (Gökoğlu, 2024).\u003c/p\u003e\n\u003cp\u003eDespite these challenges, faculty remain optimistic about the future of AI in maritime education, highlighting prospects for expanded use in simulation, curriculum reform, and personalized learning. These results underscore the importance of institutional support, policy development, and faculty training programs, consistent with Cosentino et al. (2024) and Asai et al. (2024), who stressed the role of training and curricular alignment in successful AI adoption. Overall, the findings highlight that AI integration must be pursued as a strategic and context-sensitive educational reform.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThis study examined the status, applications, challenges, and prospects of AI integration in maritime education in Region III, Philippines. Results revealed that AI tools, especially simulators, are widely used but adoption remains uneven, constrained by training gaps, infrastructure limitations, and ethical issues. Faculty members are optimistic about AI\u0026rsquo;s potential, particularly in simulation and personalized learning, but emphasize the necessity of structured training and institutional policies. The study concludes that systematic faculty development, curricular integration, and supportive policies are essential for enabling responsible and effective AI adoption in maritime higher education.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e1. For the Ethics Approval This study was reviewed and approved by the Ethics Committee of Bataan Peninsula State University (BPSU). All research procedures complied with institutional and national ethical standards for studies involving human participants.\u003c/p\u003e\n\u003cp\u003e2. For the Participant Consent\u003cbr\u003eParticipation in this study was voluntary. All respondents were informed of the study\u0026apos;s objectives, procedures, and their rights, and were provided informed consent prior to completing the survey. Confidentiality and anonymity of responses were strictly maintained throughout the research process.\u0026nbsp;\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eBačnar, D., Demir Barić, \u0026amp; Ogrizović, D. (2025). Charting the future of maritime education and training: A technology-acceptance-model-based pilot study on students\u0026rsquo; behavioural intention to use a fully immersive VR engine room simulator. \u003cem\u003eApplied System Innovation, 8\u003c/em\u003e(3), 84. https://doi.org/10.3390/asi8030084\u003c/li\u003e\n\u003cli\u003eCampos Toresano, C., Mujal Colilles, A., \u0026amp; Castells Sanabra, M. (2022). The next step on the maritime education and training in the era of autonomous shipping. \u003cem\u003eMaritime Transport, 13\u003c/em\u003e(1), 1\u0026ndash;12. https://doi.org/10.5821/mt.11004\u003c/li\u003e\n\u003cli\u003eClifford, P. L. R. (2024). 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Understanding the paradigm shift in maritime education. \u003cem\u003eWorldwide Hospitality and Tourism Themes, 12\u003c/em\u003e(1), 90\u0026ndash;97. https://doi.org/10.1108/WHATT-10-2019-0062\u003c/li\u003e\n\u003cli\u003eWollny, S., Schneider, J., Di Mitri, D., Weidlich, J., Rittberger, M., \u0026amp; Drachsler, H. (2021). Are we there yet? A systematic literature review on chatbots in education. \u003cem\u003eFrontiers in Artificial Intelligence, 4\u003c/em\u003e, 654924. https://doi.org/10.3389/frai.2021.654924\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Artificial Intelligence (AI), AI Integration, Curriculum Planning, Maritime Education, Simulation-Based Learning","lastPublishedDoi":"10.21203/rs.3.rs-7936477/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7936477/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"This study investigates the integration of Artificial Intelligence (AI) in maritime higher education institutions (MHEIs) in Region III, Philippines. Guided by five research questions, it examines the demographic profile of instructors, the current status of AI integration, applications in teaching, challenges encountered, and future prospects as envisioned by faculty. A descriptive research design was employed, using a validated survey instrument administered to 50 maritime faculty members. Descriptive statistics, frequency distributions, weighted means, and thematic coding of open-ended responses were used in data analysis. Findings reveal that while simulation-based AI tools are most widely used, adoption remains uneven across instructional domains. AI is strongly applied in simulation and skill development, followed by content delivery and assessment. Challenges include a lack of training, infrastructure limitations, and ethical concerns. Faculty members are optimistic about AI’s prospects but stress the importance of continuous training, simulator investment, and clear policies. The study concludes with recommendations for faculty development, curriculum alignment, and institutional support to enable responsible AI integration in maritime education.","manuscriptTitle":"Status, Applications, and Prospects of AI Integration in Maritime Education: Basis for Curriculum Planning","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-11-13 13:09:25","doi":"10.21203/rs.3.rs-7936477/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"3947b63d-d167-4d30-8660-2dcf98ef7ea0","owner":[],"postedDate":"November 13th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-11-13T13:09:25+00:00","versionOfRecord":[],"versionCreatedAt":"2025-11-13 13:09:25","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7936477","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7936477","identity":"rs-7936477","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}