In the domain of Marine Education and Training (MET), simulators have been utilized for the purpose of training seafarers in the norms for avoiding collisions or for developing the skill of ship manoeuvrability, and even the operation of machinery in the engine room, as well as for conducting research on the subject matter of ship structure, specialized vessel operation, working principle of equipment, and shipboard safety training. These tools are even more important when facing disruptive events such as the COVID-19 pandemic. In MET institutions, full-mission bridge and engine room simulators have been utilized for teaching seafarers for more than a decade. A Systematic Literature Review (SLR) was conducted to identify immersive and non-immersive simulator applications produced over the previous ten years to improve seafarers’ experiential teaching and learning, in the maritime domain. We retrieved 27 articles using the four stages of PRISMA paradigm: Identification, Screening, Eligibility, and Inclusion. The selected papers were read and analyzed according to the training type, the area of training, and the technologies used. The utilization of immersive and non-immersive simulators in the context of the MET domain has been identified and mapped. A few research studies (9 out of 27) compared immersive and non-immersive simulator-based training with conventional training. The quality and efficacy of immersive and non-immersive simulator training at MET institutions have been studied. A model from the learner’s perspective is essential and recommended for future research to assess efficiency and efficacy.

With 2.89 % of global carbon emissions caused by human activity, the maritime industry faces an imminent challenge in curbing its carbon footprint despite regulatory initiatives. As the shipping sector expands, the industry faces a projected increase in carbon emissions. Recognizing the key role of seafarers in emission reduction, this article introduces a comprehensive training framework designed to enhance awareness, knowledge, understanding, and skills for implementing energy-efficient ship operations. This study utilizes structural equation modeling to assess the effectiveness of seafarers' training on energy-efficient operation of ships (EEOS) by surveying 144 seafarers across 42 shipping companies worldwide and using structured questionnaires. This study found significant positive correlations between implementing the Ship Energy Efficiency Management Plan (SEEMP) and the training programs initiated by the International Maritime Organization (IMO) and shipping companies. The results of this study indicate that traditional institutional and specialized training programs on EEOS are relatively ineffective for seafarers in implementing SEEMP onboard ships. Furthermore, the study argues that computer and simulator-based training facilitates knowledge, understanding, and proficiency of SEEMP among seafarers more effectively than the onboard training provided by the ship's master and the chief engineer. The proposed training framework emphasizes the importance of initial training using the IMO E-Learning course and IMO "Train the Trainer" programs, followed by shipping companies' in-house training by classification societies, company project teams, and simulator-based training by service providers. The study proposes a strategic training framework that encompasses in-house training conducted by shipping companies in collaboration with partners, simulator-based training provided by specialized training providers, and ongoing onboard training facilitated by the vessel's master and chief engineer, with integration of computer-based training (CBT). This strategic approach intends to improve seafarers' competence in energy-efficient ship operations to meet predetermined carbon intensity targets, which aligns with the broader goal of leading the maritime industry toward a future of net-zero emissions.