Information behavior and digital competencies in maritime studies: a systematic literature review

By performing a systematic literature review from 2015 to 2025 on the information behavior and digital competencies of maritime students, the study aims to identify key thematic areas, research trends and gaps in maritime education and maritime digital information literacy. The review also emphasizes on the need for human-centered, competency-based educational models aligned with the framework of DigComp 2.2 and underscores the evolving role of academic libraries in supporting maritime students' digital literacy. The study adopts a systematic literature review methodology, following the PRISMA guidelines. The review analyzes 46 peer-reviewed publications retrieved from international scientific databases between 2015 and 2025. Keywords were organized according to DigComp2.2 framework, and data were processed using open-source tools, such as Zotero, Biblioshiny and VOSviewer to enable both qualitative and bibliometric analysis. The study revealed growing academic interest in maritime students' digital competencies and information behavior, particularly after 2020, driven by digital transformation and the COVID-19 pandemic. As a result, three key thematic areas emerged: maritime information literacy and behavior, digital competencies and education and the impact of emerging technologies on professional development. Also, the findings highlight the need for human-centered, competency-based educational models aligned with DigComp 2.2. framework. Findings of this review suggest a growing need for maritime academic institutions to adapt their curricula to better integrate digital and maritime information literacy competencies, particularly those aligned with the DigComp 2.2 framework. Competency-based, human-centered approaches should be incorporated to prepare maritime students for evolving industry demands. Given the interdisciplinary nature of digital and maritime information literacy, collaboration between academic libraries and the maritime industry could serve as a strategic approach to bridge the gaps between theoretical instruction and practical digital competency development. This review synthesizes scientific literature on maritime students' information behavior and digital competencies during 2015–2025. By aligning its analysis with DigComp 2.2 framework and focusing on maritime education sector it fills a gap in the literature and simultaneously it provides a foundation for future empirical studies, curriculum design and policy development.