Generational Perspectives on Human-Centered Digital Transformation: A Comparative Study of Cadets and Veteran Seafarers

Abstract

Maritime digital transformation generates generationally differentiated experiential realities: cadets entering the profession in digitally transformed environments construct entirely different relationships with maritime technology than veteran seafarers who navigated the transition from analog to digital professional practice over decades of sea service. These generational differences — in digital transformation attitudes, technology trust calibration, and concern about traditional seamanship skill displacement — have direct implications for intergenerational knowledge transfer quality, mentorship effectiveness, and institutional curriculum design, yet have not been empirically examined within any Indonesian maritime education context. This study examines generational perspectives on human-centered digital transformation through a mixed-methods comparative design across 60 participants — 30 cadets and 30 veteran seafarer experts across Port and Shipping Management (PSM), Deck Nautical (DN), and Marine Engineering (ENG) programs at STIP Jakarta. Independent-samples t-tests reveal significant generational differences on all three variables: Digital Transformation Attitude Index (Cadets M=4.12 vs. Experts M=3.47; t(58)=3.94, p<.001, d=1.02), Technology Trust Score (Cadets M=3.91 vs. Experts M=3.24; t(58)=3.42, p=.001, d=0.88), and Traditional Skills Preservation Concern (Experts M=3.82 vs. Cadets M=2.64; t(58)=-5.17, p<.001, d=1.33). Qualitative FGD sub-group analysis generates three themes — Technology as Tool vs. Environment, Competency Anchor Points, and Intergenerational Mentorship Asymmetry — whose integration with the quantitative findings produces a nuanced generational portrait directly informing STIP Jakarta's mentorship design and intergenerational knowledge transfer strategy.