The maritime industry is experiencing a critical shortage of qualified officers, partly associated with the demanding psychosocial conditions of seafaring. While Maritime Education and Training (MET) has traditionally emphasized technical competencies, psychological preparedness has received comparatively less attention in maritime curricula. This study presents a multi-cohort evaluation integrating the assessment of personality, mental health, workload, and fatigue in maritime students with the design and evaluation of psychoeducational interventions embedded in MET. Using a sequential cross-sectional mixed-methods design across three consecutive academic years, successive student cohorts were assessed using validated instruments, including the 16PF-5, GAD-7, PHQ-9, WHO-5, NASA-TLX, and SOFI-SM. Students generally showed adaptive psychological profiles, although a meaningful minority reported moderate-to-severe anxiety or depressive symptoms. Perceived workload and fatigue differed significantly across academic activities, with lower levels during practical sessions; shorter sleep duration was associated with greater perceived strain. Psychoeducational activities, including seminars, workshops, and conferences on maritime psychology, were positively evaluated by participants and perceived as relevant to their professional development. These findings support the feasibility and educational value of integrating structured psychoeducation, fatigue awareness, and mental health promotion into MET curricula, contributing evidence relevant to ongoing discussions surrounding the revision of the STCW Convention.