## 3 Results, Discussion and Outlook
### Categories of Research Studies
#### 3.2.3 Methods of Training and Techniques
Only in this way will it be possible to provide today's students--tomorrow's professionals--with the skills that will enable them to respond to the future challenges of their respective sectors [82]. Rapid advances in autonomous systems technology, characterized by ongoing pilot projects and the development of full-scale autonomous ships, have meant that the obstacles are no longer primarily technological but also include human-technology dynamics and emerging regulatory, liability and safety concerns. While autonomous technologies are advancing, challenges remain in areas such as system trust, decision predictability and the skills required to develop, operate and maintain them, highlighting the need for a nuanced understanding of the role of humans in the development of complex and safety-critical maritime systems [83]. [PERSON] [84] highlights that while the maritime industry expects a revolutionary shift towards autonomy, the lack of consensus on how this should be implemented is leading to uncertainty about the skills required, making academic institutions reluctant to fund training programs. To close the projected skills gap in engineers familiar with both traditional maritime operations and automation, academic institutions must make proactive efforts to build infrastructure, develop cost-effective programs and explore high-tech training initiatives to prepare the next generation for the evolving industry landscape. The development of autonomous ships, along with education and training, requires a thorough understanding of the unique challenges posed by the sea, such as extreme weather conditions and the historical legacy of maritime technology [85]. [PERSON] and [PERSON] [86] emphasize the extensive research required for the successful implementation of ocean-going autonomous ships, particularly focusing on information technology aspects in education and training. Seafarers' opinions about autonomous ships were presented in several papers. The majority of surveyed seafarers emphasized the need for additional education and training for easier acceptance of autonomous technologies on ships and emphasized the importance of adapting to rapid technological changes. The results of the surveys show very different attitudes of the respondents. Some emphasize the potential of autonomous technologies to improve safety at sea, while others express concerns about job losses and reduced human control. A survey performed by [PERSON] et al. [87] explores maritime cadets' views on the changing occupational landscape for seafarers as a result of MASS. The survey highlights the need for proactive adaptations in maritime education to meet the evolving demands of the MASS era. The main aim of the [PERSON] and [PERSON] survey [88] was to investigate the awareness and attitudes of maritime students towards autonomous ships. The main results show that the coverage of the topic of MASS in the MET of the respondents is generally inadequate, with their level of knowledge being predominantly classified as average. Statistically, however, the respondents see automation as an improvement to safety at sea rather than a threat to maritime jobs. The survey of 108 seafarers by [PERSON], [PERSON] and [PERSON] [89] revealed that seafaring experience, situational awareness and safety awareness are the most important priorities for new professions such as remote operators. They recommend updating the STCW training, promoting international cooperation and investing in training programs to prepare the maritime industry for autonomous shipping. Research by [PERSON] and [PERSON] [90], using quantitative and qualitative analyses of maritime professionals from around the world, identified 11 competency themes that are essential for future navigators in manned and remotely piloted MASS, and it provides valuable insights for possible revisions to the STCW Convention and for curriculum development at the MET institutions.