FEATURES OF THE IMPLEMENTATION OF PROJECT LEARNING IN MARINE EDUCATIONAL ORGANIZATIONS

Abstract

The article is devoted to the substantiation of the possibility of using project-based learning in the training of crew members of sea vessels. The authors propose a model of project-based learning and determine features of its components, due to the specifics of the professional activities of seafarers, as well as the requirements of the International STCW Convention. Determining the subjects of project-based learning allows the authors to assess the beneficiaries from the implementation of project-based learning. The authors have aligned the lists of academic disciplines of different levels of education with certain areas of professional competence of seafarers at the auxiliary, operational and managerial levels of responsibility. According to the authors, this fact indicates not only the interdisciplinary nature of project-based learning in maritime education, but also reflects its interlevel context. The authors argue that the interdisciplinary nature of project-based learning in maritime educational organizations is not only possible or desirable, it is due to specific requirements for the qualifications of seafarers. Analyzing the level of complexity of the projects being implemented, the authors suggest that it is limited by the educational and subjective research project activities of students. The implementation of innovative projects during the period of study in a maritime educational organization is impossible in principle. This gap in maritime education can be fully filled only in the subsequent practical activities of the graduate. This circumstance is connected with the strict regulation of the production activities of marine specialists. The research may be of interest to teaching staff of maritime educational organizations in order to comprehend the new possibilities of an integrative approach to continuing professional maritime education.