## 4 Conclusions  
In this article, a systematic literature review and bibliometric analysis of the available research studies in the field of training and education of seafarers for MASS was performed. The bibliometric analysis helped to identify the leading countries, the most frequent researchers and the historical trends in the field of education and training of seafarers for MASS (RQ1). The literature review also identified the categories of research studies and the methodologies used to date for maritime studies in the field of seafarers' education and training for MASS (RQ2). In this way, this article provides a concise summary of the advances in the field of seafarer education and training for MASS through academic publications. The analysis of research trends in the field of training and education of seafarers for MASS reveals several important findings. The leading countries in this research area, including Norway, Australia, Japan, Croatia, Poland, China and the Republic of Korea,have contributed significantly to the body of knowledge, as shown by the weighted metric of the total authors and first authors in the selected articles. The seven most important countries together represent a significant proportion of the research output. The historical analysis shows a significant increase in publications from 2017 onwards, suggesting a current and increasing interest in the topic. This growing attention indicates the increasing importance of training and education for seafarers in relation to MASS. The intersection of maritime law, terminology, regulatory requirements, safety and legal issues related to autonomous ships is still relatively under-researched. The lack of international rules represents a regulatory hurdle. Existing conventions, such as the STCW, may need to be adapted to cover autonomous ships and remote operators, necessitating new regulations. The IMO is actively involved in drafting regulations to integrate autonomous ships into the existing conventions. Legal scholars emphasize the urgency of addressing evolving terminology and responsibilities to ensure safety and highlight the need for continuous updating of maritime education to prepare for autonomous ships. Despite advances in digitalization, the literature shows that autonomous shipping is only addressed to a limited extent within maritime education and training, indicating a critical area for future research and curriculum development. The development of a trusting dialog between educational institutions and the promotion of education and training is crucial for adapting to change. The COLREGs, which were designed for safe navigation, also present challenges and uncertainties when applied to autonomous ships and need to be comprehensively revised. Adapting maritime education is crucial to closing the significant technological knowledge gap and preparing seafarers for an era of unmanned, autonomous ship operations. The effective training of personnel for autonomous ships is crucial and should be tailored to the specific needs and roles of the people involved. The maritime industry's shift towards autonomy requires a focus on generic skills such as fast learning, independence, communication and teamwork. While automation can reduce operational costs, it requires the integration of new knowledge and skills into existing training programs. Various studies emphasize the importance of effective training for mariners of autonomous ships, the need to re-evaluate maritime education and the integration of modern technologies such as simulators and deep learning for autonomous ship navigation. The future development of autonomous systems in the maritime industry requires a flexible and proactive approach to education and training. While the technological hurdles are decreasing, the dynamics between humans and technology, as well as legal concerns, remain key challenges. The different perspectives of seafarers on autonomous ships underline the need for additional education and training to promote acceptance of the new technologies.