Methods of blended learning of maritime English for adults: an andragogical approach

Abstract

Abstract: The article investigates the methodology of blended learning of Maritime English for adults in the context of the andragogical approach and highlights the relevance of this method for contemporary maritime education. It identifies the peculiarities of teaching a foreign language in a maritime higher education institution and conducts a critical analysis of scientific sources on the issue. The article also clarifies the scientific concepts of vocationally oriented English, blended learning, Maritime English, and andragogical approach, demonstrating how these notions intersect and complement each other in the professional training of future seafarers. Particular attention is paid to the role of teaching Maritime English in the process of forming and maintaining maritime safety, since effective communication is a key factor in preventing accidents and ensuring cooperation in international crews. The article describes in detail the methodology of blended learning, which is successfully implemented in the practice of teaching Maritime English for professional purposes at Kherson State Maritime Academy. The developed e-course is based on activity-based, communicative, and professionally oriented learning principles and provides a flexible blended format that combines traditional classroom work with digital tools and distance learning technologies. This approach allows learners to consolidate their skills through interactive tasks, case studies, and simulations of real maritime scenarios. Maritime English is presented as the minimum linguistic requirement for all seafarers and is used in everyday, social, and technical matters. It includes specialised vocabulary and standardised communication structures that ensure the effective performance of daily duties and the ability to respond appropriately to emergencies. Distance learning techniques, supported by enhanced feedback, provide an individualised approach to adults, strengthen their motivation, and enable the targeted selection of materials based on specific learning situations. Most of the technologies integrated into the process are active learning technologies that increase engagement and develop problem-solving skills. It has been established that the conditions for organising blended learning include cooperation and collective interaction, as well as managing the development of learners’ individual psychological characteristics. In this context, the teacher’s role is transformed: instead of being only a transmitter of knowledge, the teacher becomes an organiser of the process, a partner, and an interpreter of professional situations. Furthermore, specially equipped classrooms, designed to reproduce the technological conditions of communication on board, allow for the simulation of situations close to real professional activity. These practice-oriented environments significantly enhance learners’ readiness for real-life challenges at sea and contribute to the overall safety of navigation. Keywords: online platform, video lectures, simulations, educational strategy, content module, grammar, vocabulary.