The future of the blue economy will depend not only on new technology and scientific discoveries, but also on the young people who will develop, operate and improve them. For this reason, one of the Blue Ocean project’s key objectives is to motivate students toward STEM-related blue careers, with particular attention to girls and other students who may be at risk of disengaging from education.
STEM—science, technology, engineering and mathematics—is fundamental to many aspects of the blue economy. Marine research depends on scientific investigation; ocean monitoring increasingly uses sensors and digital technologies; marine engineering relies on mathematics and engineering principles; renewable energy technologies require technical expertise; and environmental conservation increasingly depends on data and innovation.
Despite these opportunities, students do not always see the connection between school STEM subjects and real-world careers. A mathematics lesson may seem distant from maritime navigation, while a science topic may not immediately appear relevant to marine conservation. One challenge for educators is therefore to make these connections visible.
A practical approach is to start with real problems. Instead of simply asking students to learn about an ocean topic, teachers can ask questions such as: How can we monitor water quality? How can technology help reduce marine pollution? How can engineers design structures that withstand the marine environment? How can scientists protect vulnerable species? These questions transform STEM learning into problem-solving.
Role models are also important. Students benefit from seeing people from different backgrounds succeed in science, technology, and maritime fields. This is particularly relevant when encouraging girls and students who may not traditionally identify with STEM careers. Showing that blue careers are open to people with different interests, talents and personalities can help challenge narrow perceptions.
Another important consideration is accessibility. Students at risk of disengagement may respond particularly well to practical, visual and collaborative learning. Short videos, interviews with professionals, demonstrations, field visits and hands-on activities can make career exploration more engaging than a purely theoretical presentation.
The Blue Ocean project encourages teachers to consider motivation as part of career education. The objective is not to persuade every student to choose a maritime profession, but to make sure students are aware of the opportunities available and have enough information to consider them. Good career guidance helps students discover possibilities they might otherwise never encounter.
International cooperation adds another dimension. Students in Malta, Italy, Greece, and French Polynesia may live in very different environments, but many share a relationship with the sea. Comparing these contexts can help young people see how STEM knowledge can be applied in different ways, depending on local needs.
Teachers also play a key role in creating a classroom culture that encourages curiosity. Students should be able to ask questions, make mistakes, test ideas and investigate possible solutions. These approaches can build confidence alongside technical knowledge.
Promoting girls’ participation is particularly important. Rather than presenting female participation in STEM as a special exception, schools can normalise the idea that girls can and do contribute to science, engineering, technology and marine research. Inclusive examples and diverse role models can support this message.
Ultimately, motivating students towards STEM-related blue careers is about making possibilities visible. When students understand how school subjects connect to real people, real workplaces and real environmental challenges, learning can acquire a clearer purpose.Blue Ocean seeks to strengthen this connection so young people can make informed choices about their future, while also helping schools build the skills needed for a sustainable blue economy