Construction of a Lifelong Learning Based Master Mariner Development Model: A Qualitative Study on the IMMA Member Continuing Education Program at IBM asmi Jakarta

Pingkan Luciawati Sompi

doi:10.63922/ijeter.v4i03.6563

Pingkan Luciawati Sompi Doctoral Program in Literary Studies, Department of Cultural Studies, Universitas Indonesia

DOI: https://doi.org/10.63922/ijeter.v4i03.6563

Keywords: Master Mariner, Lifelong Learning, Maritime Human Resource Development, Professional Development, Maritime Leadership

Abstract

Indonesia’s maritime sector requires competent, professional, and globally competitive human resources, particularly Master Mariners whose responsibilities extend beyond navigation to vessel management, leadership, and regulatory compliance. Rapid digitalization, automation, green shipping, and changing industry requirements further emphasize the need for continuous professional development. This study aims to construct a Lifelong Learning-based Master Mariner Development Model through the continuing education program of Indonesia Master Mariner Association (IMMA) members at IBM ASMI Jakarta. The study employs a qualitative approach using Constructivist Grounded Theory, based on Glaser and Strauss (1967) and Strauss and Corbin (1998). Data were collected through in-depth semi-structured interviews, observation, documentation, and field notes, with data collection and analysis conducted simultaneously through open, axial, and selective coding and constant comparative analysis. The findings reveal that educational motivation arises from self-development, professional advancement, social recognition, and organizational support. Higher education is interpreted as self-transformation, professional identity reinforcement, career mobility, and lifelong learning. IMMA functions as a motivator, learning community, and agent of professional transformation, while IBM ASMI Jakarta provides flexible education and strengthens academic competencies. The discussion shows that Lifelong Learning transforms seafaring experience into academic, professional, and leadership competencies, strengthening professionalism, adaptability, and global competitiveness. The resulting model integrates foundation, driving forces, learning processes, transformation, and outcomes. Theoretical implications strengthen Lifelong Learning and human capital perspectives, while practical implications support IMMA programs, maritime education, industry development, and government policy.

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