## 3 Results, Discussion and Outlook
### Categories of Research Studies
#### 3.2.2 Development and Adaption of Existing Curricula  
Over 1.2 million people are directly employed in the shipping industry as seafarers and port workers. If logistics, supply chain management and other shipping-related businesses are included, the figure increases to tens of millions worldwide. Although there is a major potential benefit, the autonomous system, however, brings challenges in the maritime domain, especially for seafarers [32]. As technology advances, seafarers must adapt to evolving maritime practices by acquiring digital skills and mastering automated systems. This change requires a comprehensive reassessment of training programs to ensure that seafarers are equipped for the complexity of modern maritime operations. Subsequently, the seafarer's job profile in the traditional work environment will be transformed and will require seafarers to be qualified with a new set of skills and competencies [33]. Ongoing digitalization requires the development of a trustful dialog between educational and training institutions, in addition to the promotion of education and training. The development of qualified personnel will be the main task of the future [34]. Investments not only in hardware and software but also in human resources will secure and create many maritime jobs, even if their profile will change dramatically. The STCW is an international maritime convention that establishes minimum standards for the training, certification and watchkeeping of seafarers [17]. It is the most important document for the education and training of seafarers. With the advent of autonomous ships, they will certainly need to be amended and supplemented. The quality of the maritime education system can be considered one of the most important pillars for safe and efficient shipping. The scientific problems related to the education and training of seafarers for MASS primarily revolve around developing curricula that combine traditional maritime skills with new technologies, ensuring competence in the use of autonomous systems, and addressing safety and regulatory issues in an autonomous ship environment. In addition, research is needed to understand the psychological and behavioral aspects of the transition to autonomous ships and to optimize human-machine interactions on board. These challenges make the topic of training and education an attractive research problem for MASS, as it is interdisciplinary and has the potential to shape the future of the maritime industry. Of particular importance is maritime education at the college level and training that ensures seafarers a first-class qualification in accordance with the STCW Convention [35]. Several articles explore and discuss the modernization of the STCW convention. [PERSON] et al. conclude that it is necessary to adopt a global and unified regulation for training, education, certification and watchkeeping that considers all the opportunities and challenges that autonomous ships bring. Certainly, it is necessary to maintain and apply the existing regulations of the STCW Convention until a new or amended set of regulations is adopted [36]. In addition, it is recognized that there will be different levels of education and training for support, operational and management levels on autonomous ships in the future (as required by the STCW Convention) [37]. The STCW, which governs the MET system, is primarily based on existing requirements but is not forward-looking. The STCW should be constantly revised by the IMO in light of new policy guidance [38]. STCW sets out the minimum requirements for the training of seafarers and has governed the training of seafarers worldwide. The Convention has subsequently been updated several times due to its limitations. The most recent revision, the Manilla Amendments, was adopted in 2010 to address issues anticipated in the near future [39].