In the context of 2010 Manila Amendments implementation into the training system of maritime specialists, the priority is to achieve a qualitative new level of maritime specialists’ training, to use the new generation of educational resources adapted to the goals and objectives of the maritime specialists’ professional training. Increasing requirements for the professional training of future ship navigators causes changes in the organization of the educational process. Formation of future navigators’ professional navigational competence involves specialist training. He has a high level of professional training, a thorough knowledge of the theoretical and general professional disciplines, developed professionally important qualities, a high level of digital competence, and is able to solve professional situations independently and creatively. In the dissertation the content, methods, forms, pedagogical conditions of professional navigational competence formation of the future navigators by simulation technologies of mixed reality are theoretically substantiated and developed. The model of this competence formation by mixed reality simulation technologies in the process of professional training was experimentally tested.
For the first time, the definition of "professional navigational competence" has been put into scientific use, which is formulated on the basis of a synthesis of competence, activity and system approaches; the structure and the components of the investigated competence (motivational-personal, cognitive, procedural-activity), criteria of its formation (motivational, cognitive-content, activity, evaluation-reflexive) have been developed; the qualitative characteristics of the levels of professional navigational competence (average, sufficient, high) are characterized. The pedagogical conditions are theoretically substantiated and implemented (development of the professional thinking of future navigators; implementation of the “KSMA Virtual Reality Vessel” into the professional training system of future navigators; development of teachers' digital competence); the model and methods of professional navigational competence formation of future navigators using mixed reality simulation technologies have been developed. Quantitative and qualitative analysis of the results of the experimental work showed the effectiveness of the introduced pedagogical conditions and the model of this process. Key words: maritime education, maritime specialists, navigation, navigation competence, simulation technologies, mixed reality, competence approach.
