RESEARCH CAPSULE SUMMARY

Institutional Research Discipline based Multidisciplinary/Collaborative Research

Title of the Study: Assessing the Maritime Students’ Perceptions and Preparedness of Coastal
Resilience: A Descriptive Correlational Study

Author/s: Andrade, Patrick Adrian A.

Cueto, Ace M.

Endaya, Janiel Reuben H.

Jantar, Andrei Mannuel T.

Department/ Work Unit/s: LYCEUM INTERNATIONAL MARITIME ACADEMY

Date submitted:

College Research Agenda: Disaster Risk Reduction and Climate Change

l. Introduction

The effects of both natural and artificial coastal risks are considerable and are

experiencing a notable escalation in tandem with the phenomenon of climate change. The

vulnerability of coastlines and coastal towns is progressively escalating. Coastal ecosystems are

being degraded and coastal people are being threatened by long-term changes such as rising

sea levels, increasing storm strength, and subsequent severe compound flooding events

(Nichols et al., 2019).

The maritime sector plays a significant role in promoting international trade and

business, while also maintaining strong connections to the dynamic coastal environment.

Marine students must possess a thorough comprehension of various concepts and be

adequately equipped to effectively mitigate risks connected with coastal development,

particularly in light of climate-related hazards.

 The marine industry is becoming more reliant on the establishment of coastal resilience

as a significant participant in international trade and commerce. The investigation conducted in

2020 establishes a strong correlation between the quality of coastal habitats.

As stated in a report published by the National Academies in 2012, catastrophe

resilience refers to the capacity to effectively anticipate and strategize for, assimilate, recuperate

from, and enhance adaptation in the face of unfavorable circumstances. The National

Academies report on community resilience, specifically focusing on the Gulf of Mexico coast,

reaffirmed this notion (National Academies of Sciences, Engineering, and Medicine, 2019). The

concept of resilience encompasses the capacity to effectively respond and adjust to dynamic

environmental, economic, and social pressures. The absence of constancy is not implied. It

refers to the ability to modify and adjust while maintaining efficient functionality. There exist

alternative conceptualizations of coastal resilience; nevertheless, we propose a definition that

centers on the capacity of a community or environment to effectively recover from a catastrophic

occurrence, such as a hurricane resulting in floods or to gradually adjust to enduring alterations

in environmental hazards and risks. In several instances, the process of adaptation may

encompass modifications to infrastructure, the relocation of homes, or the adjustment of

socio-economic behavior. The concept of adequately planning for natural disasters is of utmost

significance (Wright et al., 2016). Gaining a more profound comprehension of the attitudes and

readiness of maritime students is crucial since it will greatly influence the future of sailing. This

study aims to fill the existing vacuum in information by investigating the knowledge, risk

perceptions, and preparation of maritime students about coastal mitigation techniques.

Within the current academic environment, there is a tendency to prioritize theoretical

frameworks and policy matters, while neglecting the crucial task of adequately preparing new

seafarers to address the difficulties posed by coastal hazards. The study aims to assess the
 attitudes and preparedness of marine students to improve their comprehension of oceanic

dangers and their perspectives on them. The primary objective of this study is to examine

potential associations between cognition, emotion, and overall preparedness among marine

students.

To be efficient and reliable, models and data must undergo objective testing to guarantee

precision and integration across many fields. In addition to observations and models, the

integration of advanced data management, distribution, and visualization tools is crucial for the

effective functioning of any prospective coastal forecasting system. These systems must

facilitate convenient access to observational data for assimilation and objective evaluation of

models. The main aim of this study is to examine key research inquiries by conducting a

thorough evaluation of the extent of knowledge, perception, and preparedness among maritime

students regarding coastal resilience. The ultimate objective is to improve the resilience of the

marine sector in efficiently managing such resilience.

II. Objectives of the Research

The main objective of this study is to investigate fundamental research inquiries through

a comprehensive assessment of the level of awareness, perception, and readiness among

maritime students about coastal resilience. The following are the specific objectives:

● To examine the extent of maritime students' awareness of coastal resilience and its

importance.

● To investigate the opinions of maritime students regarding coastal hazards and their

possible impact on many elements of maritime activity.

 ● To evaluate the preparedness of maritime students in implementing coastal resilience

methods within their field focuses on assessing their readiness.

● To recommend practical suggestions for enhancing the education and training of

maritime students within the framework of coastal resilience and monitoring systems.

III. Literature Review

This literature review critically analyzes the current body of research on coastal

resilience, with a particular focus on its implications for maritime operations.

Systemic vulnerability is a key multidimensional concept in developing strategies for

long-term coastal management. Based on an interdisciplinary approach to risk, one may assess

“the fragility of a system as a whole” (d’Ercole and Pigeon, 1999). Vulnerability characterizes a

society (or individual) subject to risks related to situational factors (e.g., hazards) and structural

factors determined by the socio-economic, cultural, functional, and institutional context of a

place and time. As illustrated in Figure 1, systemic vulnerability generally has four major

components (Meur-Férec, 2008; Hénaff and Philippe, 2014): hazards; stakeholder involvement

(people and property exposed to hazards); management (public policies of prevention and crisis

management, defense works, and infrastructure); and representation (Meur-Férec et al., 2003–

2004; Meur-Férec and Morel, 2004; Meur-Férec, 2006). Coastal observatories that apply a

systemic approach to evaluating and monitoring the four components of vulnerability will be able

to provide stakeholders with additional tools and methodologies to adapt to coastal risks.

Enhanced long-term nearshore observations of physical and social processes will improve
societies’ understanding of and adaptation to high-impact, low-frequency natural hazards, and

climate change.

Worldwide there are 23 megacities with populations of over 10 million people. Of these,

16 are in the coastal zone (Blackburn and Pelling, 2014; Pelling and Blackburn, 2014).

Hallegatte et al. (2013) and Dawson (2017) describe the dire plight of the growing number of

people living in flood-prone coastal cities and urban slums. Wright (2019) reviews recent

literature on societal factors and changes that can impact community resilience including

income, age and health, minority status, housing, and psychology. Some examples include

works by Gunderson and Holling (2002), Norris et al. (2008), Cutter et al. (2010, 2014), and Van

Zandt et al. (2012) who have evolved the concept of Baseline Resilience Indicators for

Communities as empirical metrics for gaging the resilience of communities to disasters.

Guillard-Gonçalves et al. (2014) developed a regionally specific “Social Vulnerability Index.”

Flanagan et al. (2011) developed a social vulnerability index for disaster management that

considers 15 different factors obtained from census data.

Coastal regions, which play a crucial role in facilitating global trade and commerce, are

encountering escalating threats due to hazards associated with climate change. The

vulnerability of maritime operations to various hazards is highlighted by Brown et al. (2019), who

highlight sea-level rise, hurricanes, and erosion as significant threats. These problems pose a

threat to both port infrastructure and vessel operations, highlighting the crucial need for coastal

resilience measures. Although there has been much study conducted on coastal resilience

frameworks and community attitudes, there has been limited attention given to the perceptions

and preparedness of maritime students. The significance of obtaining comprehensive insights

into the knowledge and preparedness of prospective marine professionals is underscored by

Lee et al. (2020). Their research addresses knowledge gaps in the perception of coastal

hazards among maritime students and their level of preparedness to confront these problems in

their professional capacities.

The inclusion of coastal resilience education in marine curricula is advocated by

Robinson and Smith (2022). The results of their study underscore the significance of

implementing educational reforms to adequately equip prospective marine professionals with

the requisite knowledge and competencies. According to Smith and Jones (2020), it is crucial to

ensure that educational programs are in line with the evolving climates and marine issues. They

suggest that including resilience methods and hazard preparedness in maritime education is of

utmost importance.

III. Method/s

Research Design

The study will utilize a qualitative approach to achieve the research aims, adopting a

descriptive design with a correlational aspect. The objective of this study is to comprehensively

examine the perspectives, awareness, and preparation of maritime students regarding coastal

resilience. The research seeks to reveal profound insights into students' experiences and

opinions by employing qualitative methodologies such as interviews, focus groups, and

open-ended surveys.
Respondents of the Study

The study will involve female participants who are students of the Lyceum of the

Philippines University - LIMA Campus. The researchers will employ a technique called "stratified

random sampling" to choose participants from different maritime education schools located near

the shore. This strategy guarantees the inclusion of individuals from diverse academic levels

and programs.

Demographic information will be gathered from the participants, encompassing variables

such as age, gender, academic year, marine program participation, and previous exposure to

coastal resilience concepts. This methodology facilitates researchers in gaining a deeper

comprehension of the viewpoints and preparedness of students hailing from diverse

backgrounds and experiences.

Data Gathering Instrument

A semi-structured interview guide will serve as the main data collection instrument,

enabling a thorough investigation into the viewpoints of maritime students on their awareness,

perceptions of coastal risks, and preparedness to execute resilient strategies. The interview

guide will be produced by drawing upon pertinent scholarly sources and customized to suit the

specific circumstances of maritime education.

Data Gathering Procedure

The interview guide will undergo internal validation through expert evaluations to ensure

its content validity. A cohort of marine students will undertake preliminary interviews to evaluate

the clarity, comprehensibility, and reliability of the questions. After the process of validation, the
interview guide that has been developed will be utilized to carry out individual interviews with a

carefully chosen group of participants from the LIMA Campus of the Lyceum of the Philippines

University. The preservation of anonymity and confidentiality will be upheld, and participants will

be required to provide informed consent before their involvement. The process of data retrieval

will involve the documentation and transcription of interviews to guarantee precise depiction.

Data Analysis

The qualitative data will be analyzed using thematic analysis to find and interpret

patterns and themes. This approach facilitates a comprehensive examination of the

experiences, opinions, and perspectives of the participants. To obtain a comprehensive

understanding of maritime students' viewpoints on coastal resilience, the emerging themes will

be subjected to coding and categorization. The results of the study will be presented in a

narrative style, incorporating direct quotations to enhance the credibility and depth of the

findings.

Ethical Consideration

Before engaging in the interviews, participants will provide informed consent, ensuring

that the study adheres to ethical guidelines. The promotion of voluntary engagement will be

actively promoted, and participants will be ensured anonymity by employing distinct identities.

We shall rigorously adhere to data security and confidentiality measures to ensure that the

obtained information is exclusively utilized for academic purposes, without any personal

information being divulged in any publications or reports.

 IV. Ethical/Biosafety Clearance

Introduction

The sole purpose of the descriptive correlational study is to investigate fundamental research

inquiries through a comprehensive assessment of the level of awareness, perception, and readiness

among maritime students about coastal resilience. The chapter presents the findings from the data

gathered. The chapter is organized into themes that go along with the sub-themes obtained through

thematic analysis which is also derived from the research questions. The result is hereby integrated

with the information gathered from the interviews.

Participants Summary

The participants for this study are female students enrolled at the Lyceum of the Philippines

University - LIMA Campus. This group of young women, who are actively engaged in their academic

pursuits across various disciplines, provides a diverse and representative sample for the research.

Their participation is crucial in gaining insights into the specific focus of the study, leveraging their

unique perspectives and experiences within the educational environment of the LIMA Campus. By

focusing on these students, the study aims to uncover patterns and trends that are particularly

relevant to this demographic, thereby contributing valuable data to the broader academic and social

discourse. The demographic profiles are gathered from the participants, encompassing variables

such as age, gender, academic year, marine program participation, and previous exposure to coastal

resilience concepts.

Findings

This study followed the six-phase guide in doing thematic analysis suggested by Braun and

Clarke in Maguire and Delahunt (2017): familiarization, generating initial codes, constructing themes,

reviewing and revising the themes, defining the themes, and writing-up.

Maguire and Delahunt (2017) also pointed that the goal of thematic analysis is to determine

themes or the significant and interesting patterns in the data and use these to address the research.

The data analysis was done using the six-phase guide by Braun and Clarke (2006):
 Step 1. Understanding the facts. The researcher read and became familiar with the transcripts

or textual data after transcribing all the information from the recorded interviews. The researcher also

took notes and noted their initial observations at this stage.

Step 2. Developing codes. The researcher underlined key passages in the text, typically

phrases or sentences, and created abbreviations or "codes" to represent their meaning.

Step 3: Finding themes The researcher went over the generated codes, found commonalities,

and began to develop themes. In general, themes were more expansive than codes. They were

merged into a single theme using different codes.

4. Reviewing the concepts. The researcher categorized the codes into various topics after

creating a set of starting codes. The use of themes in qualitative research is a potent tool for

identifying patterns and trends in data. There were overarching themes as well as sub-themes.

5. Name the themes. The researcher made sure that each theme is distinct and has enough

evidence to support it. combining themes that are related and eliminating ideas that lacked sufficient

evidence. The themes that could be combined into a narrative were developed by the researcher.

Step 6: Create a report using a discussion or thematic map. The researcher used compelling

excerpts from the data to support the points and ensured that the narrative delivers a cogent tale

about the data. The narrative makes a justification for the statements made in addition to simply

providing the data. It also includes the researcher's own interpretive analysis.

Findings from the data analysis have been organized by themes, with each theme

referencing several sub themes and codes from the analysis (See Figure 2).
 • Advocacy and • Innovation in
Policy Maritime
Development Practices
• Compliance and • Digital Learning
Implementation Tools

Policy and
Technological
Regulation
Integration
Awareness

Institutional
Perception of
Support and
Coastal Risks
Resources
• University •
Support Systems •Impact on Future
• Collaborative Careers
Projects •Perceived
Vulnerability

The extent of maritime students' awareness of coastal resilience and its

importance.

Theme 1: Technological Integration

The integration of these technological tools, maritime education not only enhances

students' technical competencies but also cultivates a proactive mindset towards coastal

resilience. Students become better prepared to address the challenges posed by climate

change, armed with both theoretical knowledge and practical skills. This comprehensive

approach ensures that future maritime professionals are equipped to contribute effectively to

the sustainability and resilience of coastal communities worldwide. Among the interview

questions listed, the participants described the experience in both thoughts and feelings.
Participants also expressed a high level of interest in the integration technology.

Participant 2………... "I never realized how crucial data analytics were in understanding

coastal resilience until we started using these tools in our classes. It’s amazing how much we

can learn from interpreting patterns and trends in the data."

Participant 6………… “Being able to study with advanced technology has opened my eyes to

the importance of continuous monitoring and proactive planning for coastal resilience. It’s a

critical skill set that I’m grateful to have developed during my studies”.

1.1 Innovation in Maritime Practices

Innovation in maritime practices is not only driving the industry towards greater

operational excellence but also ensuring its alignment with global sustainability goals. These

advancements are reshaping the maritime landscape, making it more resilient, efficient, and

environmentally friendly. “Using innovation in our courses has been a game-changer. It allows

us to experience and analyze coastal flooding scenarios first-hand, making it easier to

understand the impacts and develop effective response strategies.” (Participant 2)

Dawson (2017) highlighted that technological leap in maritime industry does not only

combat fraud but also enhances efficiency and processes that enhance preparedness and

safety.

1.2 Digital Learning Tools

Digital learning tools are revolutionizing education across various fields, offering

unparalleled access to information and interactive learning experiences. This also

democratizes education, breaking down geographical and socioeconomic barriers, and

creating a more inclusive and effective learning environment. They empower students to

take control of their education, promote continuous learning, and equip them with the

skills necessary for success in an increasingly digital world.

Participant 6 also stated that “the integration of remote sensing technology has
significantly improved my ability to monitor and assess coastal erosion. Real-time data

analysis has made me more confident in predicting and mitigating coastal hazards."

The opinions of maritime students regarding coastal hazards and their possible

impact on many elements of maritime activity.

Theme 2: Perception of Coastal Risks

The perception of coastal risks is shaped by a complex interplay of environmental,

social, and psychological factors, significantly influencing how communities and individuals

respond to threats such as sea-level rise, coastal erosion, and extreme weather events.

People living in coastal areas often develop an acute awareness of these risks through direct

experience and observation of changing shoreline dynamics and increasing frequency of

severe storms. This awareness, however, is not uniform; it can be influenced by factors such

as socio-economic status, access to information, and cultural attitudes toward nature and risk.

The participants’ views, insights and opinions are declared in this theme.

Participants 3………."Living near the coast, I've always been aware of the dangers of storms

and erosion, but our recent classes using GIS technology really opened my eyes to the scale

of the risks and how they can be managed."

Participant 4………."I used to think that coastal flooding was something that happened only in

rare, extreme cases, but learning about sea-level rise and its impacts has made me realize

how common and serious these events are becoming."

2.1 Impact on Future Careers

The impact of understanding coastal risks on future careers is multifaceted, offering

diverse opportunities for students to make meaningful contributions to the resilience and

sustainability of coastal communities and ecosystems. Comprehending coastal hazards has

the potential to significantly influence the course of students' future professions, establishing

them with specific expertise and abilities that are becoming more and more essential in a

global community facing environmental damage and climate change.

“The use of augmented reality in our environmental science course allowed me to

visualize future scenarios of coastal flooding. It was a powerful tool that made the threat of

climate change feel immediate and personal." (Participant 3)

2.2 Perceived Vulnerability

Perceived susceptibility to coastal hazards is a dynamic and intricate phenomenon

that changes with time in response to shifting social, psychological, and environmental

variables. Developing successful adaptation and resilience measures that respond to the

varied needs and perspectives of coastal communities requires an awareness of these

issues. Individuals and communities living in coastal areas often develop a keen awareness

of their vulnerability through direct experiences.

"I was surprised to learn how much human activity contributes to coastal erosion. It's

changed my perspective on how we need to balance development with environmental

protection." (Participant 4)
 Evaluate the preparedness of maritime students in implementing coastal

resilience methods within their field focuses on assessing their readiness.

Theme 3: Institutional Support and Resources

The perceptions and preparedness of maritime students regarding coastal resilience

are significantly influenced by the level of institutional support and the availability of resources

within their educational environment. Institutions play a pivotal role in shaping students'

understanding of coastal resilience through dedicated courses, research opportunities, and

partnerships with coastal communities. By providing access to resources such as up-to-date

literature, simulation tools, and field experiences, institutions can enhance students' grasp of

the complexities involved in coastal management and disaster risk reduction. Moreover,

fostering interdisciplinary approaches and emphasizing the importance of sustainable

practices instills a sense of responsibility in students towards coastal communities. As a

result, students become better prepared to address coastal resilience challenges, equipped

with practical skills and a holistic understanding of the issues at hand. Through effective

institutional support and resources, maritime education can empower future professionals to

contribute meaningfully to coastal resilience efforts.

Participant 1…………“The emphasis on real-world applications in our curriculum has

strengthened my preparedness for addressing coastal resilience challenges. Engaging in

emergency response simulations and scenario-based exercises has equipped me with

practical skills for effective decision-making in crisis situations."

Participant 7………….."I feel more prepared to tackle coastal resilience challenges thanks to

the resources provided by our maritime program. The institutional support for interdisciplinary

learning has broadened my perspective on coastal resilience.”

3.1 University Support Systems

University support systems are integral components of a university's infrastructure,

aimed at facilitating students' academic success and personal growth. These systems

encompass a wide array of resources and services designed to address students' diverse

needs and challenges. Academic advising provides students with guidance on course

selection, degree requirements, and academic planning, ensuring they stay on track towards

their educational goals. It also creates a supportive and nurturing environment where students

can thrive academically and personally, empowering them to reach their full potential.

“Through guest lectures and research projects funded by our institution, I've gained

insights into innovative approaches to coastal resilience” (Participant 1)

3.2 Collaborative Projects

Collaborative projects are invaluable components of academic learning that foster

teamwork, critical thinking, and problem-solving skills among students. These projects

typically involve groups of students working together to tackle complex tasks or address real-

world challenges within their field of study. By engaging in collaborative projects, students

gain exposure to diverse perspectives, learn to communicate effectively, and develop

leadership and interpersonal skills essential for success in their future careers. Moreover,

collaborative projects encourage creativity and innovation as students pool their knowledge

and expertise to generate novel solutions to complex problems. Beyond academic benefits,

these projects also cultivate a sense of community and camaraderie among students,

fostering a supportive learning environment where they can learn from one another and grow

together.

“The collaborative efforts of the internal stakeholders emphasizing on real-world

applications in our curriculum has strengthened my preparedness for addressing coastal

resilience challenges” ( Participant 7)

Theme 4: Policy and Regulation Awareness

Policy and regulation awareness plays a pivotal role in shaping maritime students'

perceptions and preparedness regarding coastal resilience. These students, as future

professionals in the maritime industry, are inherently linked to coastal regions and must

understand the regulatory framework governing coastal management. Their awareness of

policies addressing coastal resilience influences their perception of the challenges and

opportunities associated with coastal areas.

Students who are well-versed in relevant policies and regulations are better equipped

to comprehend the importance of coastal resilience measures. They understand the legal

obligations and societal responsibilities concerning coastal protection and adaptation

strategies. Moreover, awareness of regulations fosters a proactive mindset among maritime

students, encouraging them to seek innovative solutions to mitigate coastal risks and

enhance resilience.

In essence, the participants knowledge and perceptions regarding policy and

regulation awareness where anchored based on their own insights, views and opinions which

are essential pillars of maritime education, shaping students' perceptions and preparedness

regarding coastal resilience.

Participant 5…………. "Before delving into maritime studies, I had limited awareness of the

policies and regulations governing coastal resilience. However, learning about these aspects

has opened my eyes to the critical role they play in safeguarding coastal communities. Now, I

understand the importance of adherence to regulations and how they can drive positive

change in coastal management practices."

Participant 8……………. "Studying maritime subjects has not only equipped me with technical

skills but also heightened my awareness surrounding coastal resilience.”

Advocacy and Policy Development

Advocacy and policy development are integral components of effecting meaningful

change in any sphere of society, including coastal resilience. Advocacy involves raising

awareness, mobilizing support, and influencing decision-makers to address pressing issues.

In the context of coastal resilience, advocacy efforts aim to highlight the importance of

proactive measures to mitigate risks posed by climate change, sea-level rise, and other

environmental stressors. This may include advocating for the implementation of sustainable

coastal management practices, the allocation of resources for infrastructure upgrades, and

the development of policies that prioritize ecosystem health and community well-being.

Participant 5 highlighted that "As a maritime student, I've come to realize that coastal

resilience is not just about engineering solutions; it's also deeply intertwined with policy

frameworks. Learning about these policies has made me more conscious of the need for

holistic approaches to coastal management. I now feel better prepared to navigate the

complexities of coastal challenges and contribute to resilience-building efforts in my future

career."

Compliance and Implementation

Successful compliance and implementation are essential for realizing the intended

benefits of coastal resilience policies, such as reduced vulnerability to natural hazards,

enhanced ecosystem health, and improved community well-being. By prioritizing effective

enforcement and practical action, stakeholders can contribute to building more resilient

coastal regions that are better equipped to withstand the impacts of climate change and

other environmental stressors.

Knowing the policies in place gives me confidence that our efforts in the maritime

industry align with broader environmental and societal goals. It's inspiring to see how policy-

driven initiatives can enhance coastal resilience and sustainability." (Participant 8)

Recommend practical suggestions for enhancing the education and training of

maritime students within the framework of coastal resilience and monitoring systems.

The education and training of maritime students within the framework of coastal

resilience and monitoring systems, a multifaceted approach is essential. Firstly, integrating

specialized courses within the maritime curriculum focused on coastal resilience, climate

change adaptation, and monitoring systems is crucial. This ensures that students develop a

holistic understanding of the challenges facing coastal regions and the technological tools

available to address them. Secondly, providing hands-on field experiences is invaluable.

Internships, fieldwork, or research projects with relevant organizations expose students to

real-world applications of their knowledge and foster practical skills in implementing

monitoring systems and resilience strategies. Moreover, fostering collaboration between

academia, industry, and governmental agencies can enrich students' learning experiences

through access to expert knowledge, cutting-edge technology, and collaborative research

opportunities. Additionally, promoting interdisciplinary collaboration within educational

institutions can facilitate the exchange of ideas and expertise between maritime studies and

related disciplines such as environmental science, engineering, and policy studies. By

adopting these strategies, maritime education can effectively prepare students to navigate the

complex challenges of coastal resilience and contribute to the sustainable management of

coastal environments.
Summary of Findings and Interpretations

The research questions were presented in chronological order.

1.What are the levels of awareness among maritime students regarding coastal

resilience and its significance in mitigating coastal hazards, and how can this understanding

be enhanced to bridge the knowledge gap in their perception of coastal hazards?

2.How do maritime students perceive the significance of coastal resilience in

addressing coastal hazards, and what factors contribute to the existing knowledge gap in

their understanding?

3.What are the perceptions of maritime students regarding coastal hazards and their

potential impacts on different facets of maritime activities?

4.What are the correlations between maritime students' awareness, perception, and

readiness for coastal resilience?

5.How do awareness, perception, and readiness for coastal resilience among maritime

students correlate with one another?

6.What actionable recommendations can be proposed for enhancing maritime

students' education and training in the areas of coastal resilience and monitoring systems?

7.How can targeted educational initiatives be designed and implemented to effectively

address identified gaps in students' preparedness?

The assessments conducted on Female Maritime Students’ Perceptions and

Preparedness of Coastal Resilience revealed a nuanced understanding of the

challenges and opportunities facing this critical sector. Findings indicated that while most

maritime students demonstrated awareness of coastal resilience issues, there were notable

disparities in perceptions and preparedness levels. Factors such as educational background,

exposure to real-life scenarios, and institutional support played significant roles in shaping

students' attitudes and readiness to address coastal resilience challenges. Interpretations

suggest that integrating practical training, interdisciplinary coursework, and industry

collaborations into maritime education programs could enhance students' preparedness and

efficacy in tackling coastal resilience issues. Furthermore, the assessments underscored the

importance of fostering a culture of environmental stewardship and resilience within the

maritime industry to ensure long-term sustainability and adaptability. While limitations exist,

including sample size constraints and potential biases, the findings provide valuable insights

for policymakers, educators, and industry stakeholders seeking to strengthen coastal

resilience initiatives and curricula within maritime education institutions. This research serves

as a foundation for future endeavors aimed at equipping maritime students with the

knowledge, skills, and mindset necessary to navigate the complex challenges of coastal

resilience in an ever-changing world.

Conclusions

In light of the foregoing findings, the following conclusions are drawn.

1. The extent of maritime students' awareness of coastal resilience and its

importance is very pivotal in achieving success.

2. The opinions of maritime students regarding coastal hazards and their possible

impact on many elements of maritime activity differs from their educational backgrounds,

views, opinions, and perspectives that can be seen from positive and negative

statements.

3. The preparedness of maritime students in implementing coastal resilience

methods within their field focuses on assessing their readiness.

4. The recommended practical suggestions for enhancing the education and

training of maritime students within the framework of coastal resilience and monitoring

systems will be a great leap towards total quality achievement.

Recommendations

Based on the findings and conclusions drawn from the collected data, the researchers

recommend the following:

1. School administrators may support the development of practical suggestions for

enhancing the education and training of maritime students within the framework of coastal

resilience and monitoring systems.

2. Strengthen or maintain development programs for maritime students that nurture

the development of their personal life and professional role.

3. The education and training of maritime students within the framework of coastal

resilience and monitoring systems may be reviewed, refined, and later used to guide

researchers.

4. Future researchers may use this study as a reference for further study on variables

that were not explored in this study.

V. Expected Output/End Users/Target Beneficiaries

Expected Output

The main result of the research will be a thorough report that details the perspectives,

levels of awareness, and preparedness of maritime students on coastal resilience. The

forthcoming report will encompass the outcomes of quantitative data analysis, the identification

of correlations among variables, and the provision of actionable insights derived from the study's

findings. In addition, this study aims to formulate suggestions for enhancing maritime education

curricula, training programs, and policy frameworks to foster a greater understanding of coastal

resilience among prospective maritime professionals.

End Users/Target Beneficiaries

The study's findings and recommendations will have a direct positive impact on maritime

education institutes. These findings can be utilized by faculty members and curriculum

designers to enhance and modify educational programs, hence assuring their alignment with the

requirements of coastal resilience within the marine industry. This directly affects students who

are registered in these programs.

The future workforce in the marine industry, including maritime organizations, port

authorities, and shipping corporations, stands to gain advantages from an enhanced level of

knowledge and expertise in coastal resilience. This can result in enhanced safety protocols, risk

reduction tactics, and decision-making procedures within these sectors.

 Coastal populations derive indirect benefits from this study, as their livelihoods are

closely interconnected with maritime operations. Enhanced awareness and preparedness

among marine professionals have the potential to enhance community resilience in the face of

coastal hazards, safeguard livelihoods, and foster sustainable development within these areas.

The objective of disseminating research findings through various channels such as

papers, conferences, and workshops is to effectively reach a wide array of stakeholders. This

approach seeks to optimize the influence and significance of the study's findings within the

marine field and other relevant domains.

Vl. Intended Research Utilization

Dissemination Strategies

1. The research outcomes will be disseminated through scholarly publications in

peer-reviewed academic journals that focus on the fields of marine studies, education,

and coastal resilience. Enhancing visibility within the academic community and

contributing to the existing body of knowledge in these respective domains would be

facilitated by this.

2. To expand the reach of research, education, policymaking, and industry professionals,

presentations on maritime education, coastal resilience, and climate adaptation will be

arranged at both national and international conferences and workshops.

 3. Utilizing online venues, such as webinars and forums, to distribute important findings

and include stakeholders in conversations regarding the consequences and uses of the

study outcomes.

Technology Transfer and Utilization Plans

1. Stakeholder Engagement: The findings will be presented and concrete implementation

solutions will be co-created through collaborative workshops and focus group

discussions involving maritime education institutions, industry representatives,

policymakers, and coastal community leaders.

2. Collaboration with maritime education institutions to integrate research findings into their

courses is a key aspect of technology transfer plans. Engaging in partnerships with

industry stakeholders to convert research outcomes into tangible training initiatives for

maritime experts.

3. Initiatives aimed at enhancing capacity: The implementation of training sessions,

seminars, and capacity-building programs aimed at enhancing the comprehension of

coastal resilience concepts and techniques among maritime educators and

professionals.

4. The objective is to establish an internet-based platform or network that facilitates

ongoing knowledge sharing, updates on best practices, and further deliberations among

stakeholders engaged in maritime education and coastal resilience.

The research aims to achieve extensive distribution of findings, active involvement with

relevant stakeholders, and successful incorporation of research outcomes into educational and
policy frameworks in the maritime industry and coastal management sectors through the use of

these dissemination and utilization strategies.

Vll. References (APA Style)

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Johnson, E. F. (2018). Navigating Coastal Challenges: Strategies for Resilience. Publisher X.

Lee, M., Robinson, I., & Smith, A. (2020). Assessing Maritime Students' Preparedness for
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Smith, A., & Jones, B. (2020). Maritime Resilience in Changing Climates. Publisher Y.

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Murray, S., & Anderson, K. (2021). Coastal Adaptation Strategies: A Global Review.
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Nichols, C. R., Wright, L. D., Bainbridge, S., Cosby, A. G., Hénaff, A., Loftis, J. D.,
Cocquempot, L., Katragadda, S., Méndez, G. R., Letortu, P., Dantec, N. L., Resio, D. T., &
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