"One, two, three — let’s decarbonize maritime education!"

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Editorial Introduction – HydroContest by ENSM

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The decarbonization of maritime transport cannot be reduced to a single technological shift. It involves a broader transformation of training systems, skills, and professional pathways across the maritime sector.

In this article, François Lambert offers an in-depth and nuanced analysis of the central role of maritime education in addressing the challenges of the energy transition. Originally published by the French Institute of the Sea (Institut Français de la Mer – IFM), this text highlights the responsibility of training institutions—particularly ENSM—in supporting ongoing transformations, without waiting for a single, definitive technological solution.

This reflection strongly resonates with the ambitions of HydroContest by ENSM, which positions itself as a space for experimentation, knowledge transfer and intergenerational dialogue, at the crossroads of engineering, innovation and the decarbonization of maritime transport.

We sincerely thank François Lambert for authorizing the republication of this article, which we are pleased to share here as it meaningfully contributes to the debate and helps shed light on the challenges faced by future maritime professionals.

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Article by François Lambert, originally published by the French Institute of the Sea (IFM).

Reproduced with the author’s permission.

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In real life, things are a little more complex than in a magic formula

While decarbonization is an imperative and training is one of its key drivers, changing technologies—and mindsets—takes time. Incantations alone will not be enough. This is true at the École nationale supérieure maritime (ENSM) as elsewhere. In theory, decarbonization might even not be considered a priority for ENSM.

The first reason relates to the lack of originality in our training programmes. With a touch of provocation, ENSM does not have to commit to decarbonization. The school’s mission is to deliver education in line with the International Convention on Standards of Training, Certification and Watchkeeping for Seafarers (STCW). As long as this convention—regularly revised, most recently in 2010, with another revision underway—does not explicitly require coverage of energy transition or new fuels, there is, in theory, no obligation to include them in our curricula.

The second reason is time. The volume of knowledge to be delivered is already substantial, and it is essential to meet the Convention’s requirements precisely. We strive to train students as effectively as possible while maintaining a certain balance in course design. Further increasing teaching hours would be a risky move, especially when other learning models are instead attempting to reduce training time.

The third and final reason lies in the uncertainty surrounding future technologies. Oil replaced steam, steam replaced sail—changes that now seem straightforward, to the point that we almost forget the incremental innovation they involved. Today’s challenge is of a very different nature, and since we do not know what lies ahead, one might be tempted to do nothing at all.

The article could end here, leaving the author to move on enthusiastically to other matters and leaving the reader with a bitter sense that merchant shipping will never evolve. But clearly, we must go further.

ENSM has chosen to go further—through initial training and continuing education—without waiting for technological certainty or for immediate changes to international conventions. The reason for this commitment, illustrated in the following two sections, is simple: the young people we train. Their expectations are new, legitimate, and must not be ignored. They are demanding, sometimes without fully articulating their technical knowledge, and may only partially engage with current issues. But decarbonization is an exception. It is an absolute necessity that we must all embrace, moving beyond naïve optimism or “techno-solutionism” toward a very concrete and practical reality, in the public interest.

Young people are all aware—even if they do not always say so—of the planet’s finiteness and the need for renewal that lies ahead. It is therefore clear that the ambition of decarbonization now goes beyond the sole STCW training framework (I), invites us to imagine new forms of education (II), and challenges us to project ourselves forward in order to help the School grow.

I. An ambition for decarbonization that now goes beyond STCW

a. A school of engineering and navigation

ENSM is a navigation school. Its foundations lie in hydrography, and knowledge of the seas and oceans—along with their evolution—has always depended on the technical sophistication of ships and the education provided. Preparing students to operate increasingly large and complex vessels, relying on ever more advanced technologies, while maintaining the delicate balances inherent to maritime navigation—that is the challenge ENSM addresses.

Within these balances, decarbonization now plays a central role. No vision of safer seas can ignore the energy transition, whether by teaching the fundamentals of optimizing thermal engines or by considering future fuels—some of which may appear to belong to the past, such as wind propulsion, yet are clearly part of the future.

All ENSM initial training programmes—whether the polyvalent track (leading to an engineering degree), monovalent deck or engine officer tracks, or the more recent maritime engineering degree—are regarded as high-level technical education. They often encourage students to pursue complementary projects.

I particularly value seeing students invest in a specific area of expertise where they may not have found full satisfaction within academic teaching alone. I firmly believe that it is also the School’s role to anticipate and support such complementary learning beyond strictly mandated requirements.

b. A school whose teaching also embraces the energy transition

Our instructors are well aware of these challenges and are strengthening their own expertise accordingly. Teaching units designed around STCW standards alone do not exhaust the need for training in energy transition.

In navigation and engineering, International Maritime Organization regulations are presented and then applied through practical exercises, including extensive simulator sessions. In ship construction, operations and safety, new hull forms are studied and future technologies explored to address decarbonization. In electronics, electrotechnics and automation, communication systems are fully recognized as actors in the energy transition. These examples illustrate the practical and applied nature of decarbonization education.

The presence of professionals—pilots, towing officers, merchant marine officers—also plays a vital role in training young seafarers. They experience the energy transition firsthand and share their experience to help others move forward. Continuing to work with these actors of change remains a key challenge for ENSM.

c. A school whose students carry strong decarbonization projects

Several examples stand out, foremost among them HydroContest. HydroContest by ENSM—its new name—is intended to become a flagship event dedicated to sustainable maritime innovation. Originally conceived around the École polytechnique fédérale de Lausanne as a true hub for exchange, it aims to bring together students, maritime professionals, industrial players, startups and the general public. Such an event offers a unique space for collaboration in addressing the challenges of a sustainable maritime future.

The competition brings together international student teams who design, build and operate scale-model vessels in compliance with a strict set of specifications. Teams adhere to rigorous regulations and an eco-design charter highlighting their environmental commitment. They compete in several distinct challenges and present pitches outlining their team’s story, vessel characteristics and motivations for participating in France. Initially planned for late 2025, the event was rescheduled to 2026 for budgetary reasons.

Another, more discreet example is that of “projects” led by ENSM instructors—often too little known—who guide students toward concrete commitments. One instructor from Saint-Malo has championed this approach through “projects” involving all chief engineer officer students, who are invited to design and build systems ranging from wind turbines to sails, pumps or engines, with decarbonization as the guiding principle.

Such initiatives deserve recognition, as they often spark career paths. We all need our own “Monsieur Germain”—the mentor who helps shape future figures such as Jean-Emmanuel Sauvée, Victorien Erussard or Simon Bernard.

d. A school where research remains present

The year 2024 was particularly positive for ENSM, which secured three new research projects: SOMOS (auxiliary wind propulsion), OVERHEAT (fire prevention and management in maritime transport), and NAVIRE PROPRE (performance evaluation of hydrogen-hybrid vessels). Total earmarked funding exceeded €700,000.

While technical in nature, these developments represent a major shift for ENSM. Research is not historically part of the School’s DNA, but it is gradually gaining ground, supported by the Commission des titres d’ingénieur, with a growing ambition to structure high-quality research. A Research Council will soon replace the Research Commission to further support projects, many focused on decarbonization and energy transition. One PhD per year is planned, with stronger links to industry, such as the recent CIFRE thesis with CMA CGM on parametric roll (2023, Vivien Luthy).

II. New training programmes in support of the French maritime sector

Axis 3 of ENSM’s performance contract is entitled “Supporting the Maritime Economy.” Training programmes are designed not merely for training’s sake, but to meet sector needs—both in continuing education and initial training.

a. Wind propulsion training

ENSM officially launched its training programme on wind-assisted propulsion: “Ships with Wind-Assisted Propulsion.” Initially scheduled for May 2025 with major industry partners, it could not take place due to insufficient enrolment, despite demand from the sector. A new session will be proposed later this year to test the industry’s readiness.

This programme supports maritime transport decarbonization and aligns with ENSM’s performance contract, particularly Axis 3. It consolidates sustainability-related teaching and is strengthened by expertise from the National Sailing and Nautical Sports School following a partnership signed at the 2024 Maritime Assises.

b. Hydrogen training

Designed for shipping company staff, maritime professionals, merchant marine officers and engineers, this training programme was first delivered in March 2025, with another session already scheduled. Its objectives include understanding hydrogen and decarbonization strategies, international regulations, emerging technologies, and associated risks.

c. And much more

These examples could be expanded further, including recent training on methanol requested by a shipping company, or past initiatives such as Global Wind Offshore. To close the loop, initial training must also evolve. Each continuing education programme can feed into updated curricula, ensuring that diplomas adapt to the logic of the energy transition.

Among the Sustainable Development Goals, climate change (13), marine life preservation and biodiversity (15) stand out as priorities. This is the course set by Hydro 2040, a forward-looking initiative that extends beyond current performance contracts.