Career interviews are one of the most effective ways of helping students understand what professional life actually looks like. As part of the Blue Ocean project, an interview with Mr Karl Zammit, an engineer working on an offshore oil rig, provides a valuable example of how STEM knowledge can lead to a career in a demanding maritime environment.
For students, offshore engineering can initially seem distant from the classroom. However, the profession clearly shows how mathematics, physics, engineering, technology, and problem-solving are applied in real situations.
An offshore oil rig is a highly technical work environment where safety, teamwork, and technical competence are essential. Engineers working offshore may maintain systems, monitor equipment, solve technical problems, and ensure operations are carried out according to established procedures.
Mr Zammit’s experience provides an opportunity to discuss the pathway into such a career. Students can explore the importance of choosing appropriate subjects, pursuing further education and developing practical and interpersonal skills. It also highlights the fact that careers connected with the sea are not limited to traditional maritime occupations.
One of the most important lessons from an offshore engineering career is the role of problem-solving. Engineering professionals frequently have to analyse situations, identify possible causes, evaluate solutions and make decisions based on technical information. These are competences that can be developed through STEM education from an early age.
The offshore environment also demonstrates the importance of teamwork. Large technical operations involve people with different areas of expertise working together. Communication is therefore just as important as technical knowledge. Students can learn that successful careers often depend on a combination of specialist expertise and the ability to collaborate.
Safety is another central theme. Offshore environments can involve complex machinery, changing weather conditions and significant operational risks. Engineers and other personnel must follow procedures, assess hazards, and communicate effectively. This provides a real-world example of why scientific and technical knowledge must be combined with responsibility.
The interview also opens a discussion about the energy sector’s changing nature. While the Blue Ocean project promotes sustainable blue development and environmental protection, understanding existing offshore industries is also important. The marine sector is changing, and future professionals will need to understand both established industries and emerging technologies such as offshore renewable energy.
For students, hearing directly from a professional can make these issues more meaningful. They can ask questions a textbook may not answer: What is a typical workday like? What skills are most important? What are the challenges of working offshore? How did the engineer choose this career? What advice would he give to students?
These conversations can help students connect education with future possibilities. A student who enjoys physics may begin to see how that interest could lead towards engineering. Another student who enjoys technology may become interested in industrial systems or marine technology.
The interview with Mr Karl Zammit therefore supports one of Blue Ocean’s central aims: showing students that blue careers are diverse and that STEM subjects can open doors to professional opportunities connected with the sea.
Most importantly, the interview puts a real person behind a career title. It turns the idea of an “offshore engineer” from an abstract job description into a real professional pathway students can explore and understand.