This study examines the primary trends and specific features of developing environmental awareness of future navigators during professional training. The need for fostering such awareness is determined by several factors. Firstly, dynamic societal changes, globalization, and technological advancements have led to environmental issues, necessitating cooperative efforts and prompt responses across all spheres of human activity. Secondly, waterborne transport significantly contributes to the pollution of rivers, seas, and oceans. Thus, the preservation of the world's oceans and the safety of crew members and passengers depend on responsible ecological behavior in professional maritime activities. Thirdly, at the individual level, a navigator must develop a professional strategy aligned with the principles of sustainable development. Structuring the educational process on the foundations of an ecocentric paradigm enables professionals to acquire necessary environmental knowledge, master skills to prevent and resolve environmental problems, comprehend the impacts of professional activities on ecosystems, and uphold ecological culture.
The study analyzes key concepts, including "ecological culture", "consciousness", "environmental awareness", "environmental competence", "environmental education", and "environmental awareness of future navigators". A review of national and international legal frameworks governing ecological activities in the maritime industry was conducted. Educational and professional programs in "Navigation and Ship Management" at maritime higher education institutions (MHEIs) in Ukraine, fostering environmental awareness, were analyzed. The study identifies the disciplines instrumental in forming environmental awareness, such as "Ecology and Environmental Protection," "Safety and Maritime Security," "Maritime Law," "Occupational Safety and Civil Protection," "Professional English," and "Radiological, Chemical, Biological Protection and Environmental Safety."
The foreign experience in fostering environmental awareness among future navigators was examined through a comparative analysis of environmental training content in countries like Croatia, Poland, Romania, Latvia, and Ukraine. Specific features of international practices include mandatory and elective environmental protection courses, research-focused education, participation in ecological projects and informal education initiatives, and adherence to sustainable development goals.
