An ergatic approach to the design of a learning environment in the professional training of ship navigators

The study aims to prove theoretical justification for the pedagogical foundations for designing an ergatic learning environment in the system of professional training of navigators. The emphasis is on identifying the contradictions between traditional forms of teaching and the ergatic nature of professional activity in maritime navigation. The scientific novelty of the study lies in the conceptualization of the notion of an ergatic learning environment in relation to the tasks of maritime education, as well as in the development of methodological and practice-oriented foundations for its implementation, specifically in the following aspects: (1) within the pedagogical context of vocational education (using maritime navigation as an example), the notion of an ergatic learning environment is conceptualized as a complex system aimed at developing professional competencies; (2) a set of specific pedagogical problems related to the design, implementation, and evaluation of the effectiveness of an ergatic learning environment in maritime navigation has been identified and systematized, addressing the adequacy of modeling for pedagogical goals, the formation of cognitive schemas and decision-making skills under uncertainty, the organization of reflection, and the role of the instructor; (3) it is substantiated that effective training of ship operators requires a re-evaluation of the content, methods, and pedagogical organization of learning based on activity-oriented and system-ergatic approaches. The key pedagogical problems that arise during the transition from the reproductive model of education to training focused on simulating real professional situations are identified and characterized: information overload, lack of automation of actions, insufficient readiness of teachers to work in a high-tech environment. Ways to overcome these limitations are proposed, including building training as a system of pedagogical tasks, using case methods and situational modeling, introducing simulators and virtual technologies, as well as transforming the role of the teacher towards the designer of the learning environment.