Keywords
Activity Theory
Teaching and Learning
Maritime Education
How to Cite
Abstract
This study examines how academics experience the adoption of project-based learning (PBL) in maritime higher education, analyzed through Engeström's Activity Theory. While PBL has shown effectiveness in higher education, little research addresses the contradictions that arise in specific teaching and learning contexts. Using a qualitative approach, semi-structured interviews with 16 faculty members in a UAE maritime institute revealed key tensions: differing perspectives between academics and practitioners, inconsistent use of technological tools, and the absence of standardized progression rules for student projects. Faculty discussions informed recommendations such as targeted professional development, shared e-resources, and a phased PBL framework. The findings underline the need for inclusive dialogue, structured flexibility, and academic leadership in optimizing PBL implementation. This study offers a theoretically grounded and contextually novel analysis that informs curriculum design, stakeholder collaboration, and policy development, contributing to both academic understanding and the enhancement of professional practice in maritime higher education.
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