## 3 Results, Discussion and Outlook
### Categories of Research Studies
#### 3.2.3 Methods of Training and Techniques
This requires a shift towards standardized higher education programs and a focus on preparing future personnel for sophisticated and potentially autonomous ships through the timely development of curricula and continuous investment in lifelong learning and requalification to ensure a high-quality workforce. [PERSON] et al. [65] examined Groupwork-Training-Groupwork-Presentation (GTGP), and they concluded that while knowledge of artificial intelligence is critical in the context of MASS, seafarers still need to have essential skills such as spatial awareness, critical thinking and quick decision-making. These skills can be enhanced through the GTGP training model, which combines actual onboard training, group work and presentations to prepare maritime personnel to master AI and not just rely on it. The system proposed by [PERSON] [66], combines augmented and virtual reality with machine learning for autonomous surface ships. It holds significant potential for dynamic collaboration in the maritime sector by addressing the challenges of using AI algorithms through improved information gathering and visualization. While the transition to autonomy is a promising objective, it must be approached cautiously to avoid potential accidents and setbacks that can result from rushed development, as was the case with autonomous cars. The industry's historical reliance on backup systems underscores the need for a gradual and well-planned evolution towards autonomy that involves collaboration between seafarers, automation experts, lawyers and educators to create a realistic timeline that considers technological advances and modern training of seafarers to ensure safer shipping for the present and future [67]. [PERSON] et al. [68] point out that the historical philosophy of marine engineering education, with its emphasis on separate theoretical and practical training, has led to a disconnect between theory and practice, hindering the development of critical thinking and problem-solving skills that are crucial for future marine engineers operating autonomous ships. The authors propose the use of modern simulators in the engine room to bridge this gap and integrate theoretical and practical components in training and assessment; in this way, future remote operators will be able to deal with complex operational and emergency situations and ultimately ensure the safe operation of autonomous ships without the need for repairs and maintenance on board. [PERSON], [PERSON] and [PERSON] [69] aim to address the challenges of reinforcement-based learning (RL) in autonomous ships by proposing an intelligent learning system that reduces the learning time and costs and enables autonomous ships to adapt efficiently to the real marine environment. [PERSON] [70] concludes that the feasibility of autonomous shipping is recognized due to the acknowledged safety, financial and social benefits in the maritime industry. However, successful implementation requires overcoming the emerging challenges in terms of legal, commercial, technological and human factors through proactive adaptations in the MET, as well as the creation of international, regional and national regulatory frameworks and the continuous improvement in instructors' competencies. Simulators are used by some researchers as a training tool to prepare people for careers related to autonomous ships. [PERSON] et al. [71] emphasize the importance of the safety assessment for autonomous ships through a scenario-based approach that includes normal and emergency situations, physical principles for incident scenarios, a fast time ship simulator (FTSS) tool, as well as the importance of a simulator for handling ships at full speed. In a technologically saturated future for the maritime industry, cloud-based simulation training is a promising means of preparing marine engineers and operators. However, issues of accessibility, cost and harmonization of training experiences in different environments need to be addressed in order to successfully integrate it into future maritime education and training [72].