Safe and effective navigation of the world's oceans and waterways relies on maritime education and training. This involves the learning of motor, procedural and verbal components of complex skills. Motor learning theory evaluates training variables, such as instructions, feedback and scheduling, to determine best practices for long-term retention of such skills. Motor learning theory has come a long way from focusing primarily on underlying cognitive processes to now including individual and contextual characteristics in making predictions about instructional strategies and their role in performance and learning. A remaining challenge in applying recent motor learning theory to maritime education and training is a lack of empirical testing of complex vocational skills, such as simulation scenarios, with delayed retention and transfer tests. Incorporating theory-based understanding of beneficial instructional practices, through both cognitive approaches and those considering context and environment, task complexity and learner characteristics is a fruitful way forward in advancing maritime education and training. © © The Author(s), 2025. Published by Cambridge University Press on behalf of The Royal Institute of Navigation.
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