EN - PCCIN - Produção Científica do Centro de Investigação Naval (CINAV)
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- Bridging the GapPublication . Frias, Armindo; Água, Pedro B.; Conceição, Vitor; Silva, Miguel Nuno Machado daThis study aims to critically analyse the evolution of Maritime Education and Training (MET), proposing solutions to fill the gap between theoretical training and operational practice. In the current context of increasingly complex, digitalised and automated socio-technical systems onboard, MET has shifted from traditional onboard situated learning models to more formalised and standardised approaches, such as decontextualised learning in the classroom. However, the current education system is often associated with limitations in the development of non-technical and adaptive skills. Methodologically, this study takes a historical-prospective approach, drawing on a critical review of scientific literature and relevant international regulatory frameworks. The results demonstrate that active learning methodologies supported by immersive technologies, such as simulation, virtual reality, and augmented reality, can significantly strengthen the connection between theory and practice in safe, controlled environments. Therefore, the study proposes a competency-based hybrid model of education and training that integrates theoretical teaching, immersive simulation and supervised onboard experience. The study concludes that the evolution of MET should be based on an integrated, contextualised pedagogical approach that aligns with contemporary demands in the maritime sector.
- Changing the dynamics of the classroomPublication . Silva, Miguel Nuno Machado da; Frias, Armindo; Água, Pedro B.; Soares, Ivo; Silva, Miguel M.Contemporary education systems face increasing pressure to cultivate creativity, adaptability, collaboration, and critical thinking in rapidly changing social and technological environments. Traditional classroom models, characterized by rigid hierarchies, standardized procedures, and teacher-centred instruction, often fail to develop these competencies effectively, specifically when considering the 21st century skills framework. This paper explores how principles derived from jazz improvisation can transform classroom dynamics and support more adaptive, collaborative, and learner-centred educational practices. Drawing upon theories of improvisation, experiential learning, constructivism, distributed leadership, and organizational creativity, the paper examines the parallels between jazz ensembles and dynamic learning environments. Concepts such as improvisation, active listening, minimal structure with maximal autonomy, collaborative “comping”, acceptance for errors, constructive failure, experimentation, and distributed leadership are analysed as pedagogical tools for educational innovation. The study integrates insights from educational theory and organizational studies on improvisation and leadership. The paper argues that jazz-informed pedagogies foster psychological safety, learner agency, creativity, resilience, and collaborative intelligence. Practical classroom strategies are proposed for implementing jazz-inspired principles and teaching methods in higher education and secondary education contexts. The paper suggests that adopting improvisational frameworks can significantly reshape classroom relationships and prepare students for complexity and uncertainty in contemporary society, therefore fostering performance in face of complex contexts, where cause-and-effect are rarely clear.