ADEQUACY OF THE MARITIME EDUCATION AND TRAINING (MET) MATHEMATICS CURRICULUM IN SUPPORTING STEAM SKILLS DEVELOPMENT

The integration of Science, Technology, Engineering, Arts, and Mathematics (STEAM) has become a dominant educational paradigm for developing the twenty-first-century skills required for innovation-driven, technologically complex, and interdisciplinary industries. The maritime sector, characterized by rapid technological change, digitalization, automation, and sustainability imperatives, increasingly demands graduates who possess not only technical competence but also creativity, systems thinking, problem-solving, and adaptive capacity. In Maritime Education and Training (MET), mathematics plays a pivotal role in underpinning STEAM skill development, yet concerns persist regarding the adequacy of existing mathematics curricula in fostering these competencies. This article examines the adequacy of the MET mathematics curriculum in supporting STEAM skills development, using the Marine Engineering programme at the Regional Maritime University (RMU), Ghana, as a case study. Anchored in STEAM education theory, integrated curriculum perspectives, and employabilityoriented skills discourse, the article synthesizes empirical evidence from students and graduates and situates the findings within international research on engineering and vocational education. The findings suggest that while the MET mathematics curriculum provides a strong foundation for technical and analytical skills, it is less effective in explicitly supporting creativity, interdisciplinary integration, and applied problem-solving associated with STEAM. The article argues for a reconceptualization of MET mathematics curricula to move beyond content coverage toward intentional STEAM-aligned pedagogy, assessment, and curriculum integration.