Samenvatting

The maritime industry faces increasing demands for continuous professional development due to rapid technological advancements, evolving safety regulations, and the need for a proactive safety culture (Caesar, 2023; Parviainen et al., 2018). Yet, seafarers often encounter barriers such as long working hours, limited connectivity, and low intrinsic motivation (Gregory & Shanahan, 2010; Trauthwein, 2020). Current online training solutions rarely address these constraints, resulting in low engagement and limited impact (Demirel, 2020; Boulougouris et al., 2019). Hanze University of Applied Sciences, through the MyCaDO Interreg project (MyCaDO – Interreg, n.d.), aims to support maritime professionals in enhancing their career paths and shifting from a “push mentality” to a “pull mentality.” The project began in 2023 and runs until 2026 as a collaboration between Dutch and German stakeholders from the maritime sector and the education field. Interreg, funded through the European Regional Development Fund (EFRO), supports cross-border cooperation and regional innovation. For this study, we focused specifically on seafarers. We conducted a mixed-method study within the MyCaDO project to explore how lifelong learning modules can meet the motivational, time, and accessibility needs of seafarers. Quantitative surveys were completed by 96 seafarers. The surveys were created in Microsoft Forms and distributed online via the shipping companies of the MyCaDO project. Responses were collected anonymously across all seafarers' ranks. The survey data were analyzed using SPSS to identify patterns and trends. Additionally, two semi-structured interviews with crewing managers were conducted on-site at company locations to provide deeper insights into seafarers’ operational realities and motivational drivers. The analysis was guided by theoretical frameworks including the Theory of Planned Behaviour (Ajzen, 2005), Action Competence (Karrer et al., 2020), and the three layers of motivation (Marczewski, 2017). Findings reveal that seafarers prefer short, flexible modules (approximately 30 minutes, three times per week) and value autonomy in course selection. Key motivators include career growth, financial incentives, and family expectations, while gamified elements (progress bars, rankings) enhance engagement. Accessibility features such as low-data modes when at sea and intuitive navigation are critical for adoption. By integrating these results this research guides the development of eight online lifelong learning courses on Leadership, Conflict Management, Transition Skills, Critical Thinking, Wellbeing, and Digital Literacy, supporting continuous professional development for seafarers. This study is relevant for HR departments of shipping companies and educators, as it provides actionable insights to help seafarers enrich their skills and adapt to industry changes. Limitations: This study has several limitations. First, the number of seafarers who responded to the online survey was relatively small, which may limit the generalisability of the findings. For privacy reasons, respondents were not asked to indicate their rank, reducing the possibility of analysing differences across hierarchical roles on board. In addition, the survey was administered only in English, which may have affected participation and comprehension. Future research should broaden the target group to include all maritime professionals, not only seafarers, and consider offering the survey in multiple languages to enhance accessibility and response rates.