Application of the Cipp model in evaluating nautical curricula
A systematic literature review
Bibliographic Data
| ID | 22161981 |
|---|---|
| Authors | Dwi Wuriyani (State University of Jakarta), Sugiarto Sugiarto (0000-0001-8332-6142, State University of Jakarta), Suryadi (0000-0001-5260-3688, State University of Jakarta), uryadi (0000-0001-7430-3803, State University of Jakarta), Suryadi Suryadi (0009-0006-0835-4278, State University of Jakarta), Ulfi Sartika Lubis (State University of Malang), Bangun Husodo (Nasional University), Deshinta Dewi Arrova (INTI International University) |
| Year | 2026 |
| Volume | 11 |
| Publication date | 2026-06-12 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2026.1780416 |
| OpenAlex | W7164525462 |
| Language | EN |
| References cited | 30 |
Introduction This study examines the application of the CIPP (Context, Input, Process, Product) evaluation model in assessing the effectiveness of nautical curricula in maritime higher education. The study aims to analyze how the CIPP model supports curriculum alignment with the dynamic demands of the maritime industry and international standards such as IMO–STCW. Methods A systematic literature review (SLR) was conducted using the PRISMA approach. Publications from 2010 to 2024 were identified through major academic databases, and 18 relevant articles published between 2021 and 2024 were selected based on predefined inclusion and exclusion criteria. The analysis focused on four dimensions of the CIPP model: curriculum relevance (context), resource readiness (input), implementation of teaching and learning processes (process), and graduate competency outcomes (product). Results The findings reveal that the CIPP model provides a comprehensive framework for identifying strengths and weaknesses in nautical curricula. Key issues identified include limited facilities, lecturer competency gaps, curriculum relevance, and insufficient industry involvement. The review also shows that adaptive curricula supported by simulation–based learning, technological integration, and industry collaboration significantly improve graduate readiness and global competitiveness. Discussion This study contributes to the literature by offering a holistic synthesis of the application of the CIPP model in maritime education and emphasizing the importance of integrated evaluation across all four components. The findings provide practical implications for curriculum developers and policymakers in designing data–driven, industry–oriented, and internationally relevant nautical education systems
Curriculum · Strengths and weaknesses · Systematic review · Cruise Tourism Development and Management · Hospitality and Tourism Education · Maritime Navigation and Safety
| Citation velocity | historical |
|---|---|
| Highly cited | No |