Exploring the Interplay of Authentic Assessment and Instructor Competencies in Enhancing Industry Readiness in Maritime Education

In maritime education and training, ensuring the quality of education to prepare seafarers with essential skills for global competitiveness is critical due to the industry’s significant role in global trade. This study aims to investigate how authentic assessment strategies and instructor competencies influence the professional outcomes of marine transportation and engineering students, seeking to improve maritime education and align it with industry readiness. Utilizing a descriptive-correlational design, the study was conducted at Dr. Carlos S. Lanting College, involving students enrolled in BS Marine Transportation and BS Marine Engineering programs. The participants included 240 students, predominantly male, aged 18 to 24 years. Data were collected using a structured questionnaire validated by domain experts. The results indicated significant positive correlations between authentic assessment practices, teaching competency, and industry preparedness. Regression analysis showed that both authentic assessment practices (B = 0.410, p < 0.001) and teaching competency (B = 0.498, p < 0.001) significantly predict industry preparedness, explaining 79.3% of the variance. These findings highlight the importance of enhancing assessment strategies and instructor competencies to better prepare students for industry demands. Future research should explore the long-term impact of these practices on graduates’ career success and consider potential differences across diverse demographic groups within maritime education. Keywords: Maritime education, authentic assessment, instructor competencies, industry readiness, professional outcomes, maritime training.