ABSTRACT: Besides its obvious benefits, the Electronic Chart Display and Information System (ECDIS) continues to develop as a sophisticated, complex system. With ever-growing features and the integration of external data and sources, it is nowadays normally considered as one among the compact elements forming a part of an even more complex Integrated Navigation System (INS). The ECDIS handling requires a certain level of technical knowledge and operational skills to be gained, besides the usual navigational background. In order to utilize the system efficiently and safely, the navigator has to obtain several levels of education. The Generic ECDIS Training (GT), as defined in the respective International Maritime Organization (IMO) Model Course, introduces the navigator with fundamental, required operational (however introductory) and theoretical knowledge. Apart from the GT, there is an optional, ECDIS manufacturer-approved Equipment Specific Training (EST). The latter represents a special type of training where the navigator improves its theoretical knowledge, understanding, and proficiency, together with competence demonstration on a specific approved ECDIS model. This paper elaborates the dynamics of worldwide regulations pertaining to the ECDIS Education and Training (EET) plan. The reference is given to training procedures in the Republic of Croatia, placing its educational framework in the broader context. Although it is of a non-mandatory nature, the EST is unofficially considered that way, and there is a stable and reasonable ground to consider the opinions and arguments of the navigators who prefer the EST. This is also supported by the fact that there is a large number of approved systems on the market. Apart from fulfilling the performance standards regulated by the International Maritime Organization (IMO), ECDIS models differ significantly regarding handling, interface, and interpretation of data and information, therefore biasing the required knowledge and the purposefulness of the system. The survey among navigational ranks was used to support the study and to relate the existing programs with the actual navigational situation. The motivation was the consideration of the current relationship between defined EET programs, their inequalities, and the actual user needs, referring to the systematisation of the fulfillment of the system as a basic navigation tool. The selected questions referred to the possession of ECDIS certificates and basic education and knowledge, and the navigational ranks’ opinions regarding the opportunity to enhance their knowledge during the EST. The latter considered lack of standardisation (including terminology), apart from different levels of education. As expected, the answers were not uniform, revealing differences in opinion as well as in basic system interpretation. The latter could have possible causes and relation to the particular education system in the first place. The current educational framework was discussed in terms of EET enhancements and the development of the navigation curricula. The study results have been presented and discussed systematically, leading to observations on the potential safety of navigation improvement.

KEYWORDS: Maritime Education and Training (MET), 1-2-3 Rule, ECDIS (Electronic Chart Display and Information System), MET System in Croatia, Overreliance, ECDIS Education, User Perceptions, Cross-Section

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