The paper is tended to investigate the gamification activities use in educational electronic environment of maritime higher education institutions. Gamification methods with examples are described (gamification testing, QR Code quest, storytelling and escape room). Comparative characteristic of traditional learning and learning using gamification in educational electronic environment is given in the article according to different criteria: the place and role of teacher or students in the learning process; type of information communication; methods of training; equipment; level of freedom of the actions; presence of the problems in educational process; level of its control and learning outcomes. The paper also presents examples of gamification activities based on escape room quest to form communicative competency of future maritime professionals. Escape room activity presented in the article contains storytelling element, crossword and electronic testing questions of different types. Question types listed in the paper are Drag and drop to the text, Short answer and Multiple choice. Escape room activity was done by second year cadets of Kherson State Maritime Academy. According to the received results, knowledge quality increased by 10% and success by 20%. Further investigation of gamification activities can also be done for learning system of maritime higher education institutions using simulation technologies of virtual, augmented and mixed realities.

Progress of modern digital technologies enlarged the quantity of researches about implementation and usage of VR technologies in education process of higher educational establishments. The article provides analysis of best practices of simulation technologies application in maritime education. Absence of national research experience, evidence base for efficiency of new VR simulators operation leaves this issue open to be investigated in terms of researches on their performance effectiveness. The article proposes overview of advantages of VR technologies implementation aimed at building and shaping of future maritime specialists’ professional competences. Authors investigate potential application possibilities of interactive and representative potential of immersion digital technologies during education process at maritime educational establishments. Problem of VR technologies integration into education and training of future seafarers is highlighted, as well as possibility to use virtual courses in the process of future maritime specialists’ training. The article reveals prognostic validity of VR simulators used for building of professional competences.

Research goal: the research is aimed at the theoretical substantiation of the application of virtual reality technology simulators and their features in higher maritime educational institutions. Research objectives: to determine the role and place of simulation technology in the educational process in the training of future ship navigators in order to form the professional competence of navigation. Object of research: professional training of future ship navigators in higher maritime educational institutions. Subject of research: simulation technologies of virtual reality as a component of the educational process at higher educational maritime establishments. Research methods used: theoretical methods containing the analysis of scientific sources; empirical methods involving study and observation of the educational process. Research results: the analysis of scientific publications allows to define the concept of virtual reality simulators, their application in the training of future navigators, their use for assessing the acquired professional competence of navigation. Main conclusions: introduction of simulation technologies of virtual reality in the educational process in higher maritime educational institutions increases the efficiency of education, promotes the development of professional thinking of students, enhances the quality of professional competence development.

The article describes the concept of sustainable development, which is one of the modern trends of scientific research in the 21st century. The analysis of scientific researches has been carried out in the context of the mentioned problem of sustainable development, the tendencies of development of the network interaction theory as factor of sustainable development of maritime education have been transformed into pedagogical practice of maritime higher educational establishments. The main objective of the article is to express the idea that the rapid development of information is the main impetus for the transformation of education, updating its content and forms, methods and technologies, improving the efficiency and accessibility of quality education. The process of network interaction on the example of creating an e-course for foreign students is substantiated. There was considered the possibility of modernizing the training of maritime professionals using modern information technologies (distance technologies, augmented reality and VR). The prospect of network interaction ideas has been proved, which is confirmed by the effectiveness of the introduction of the Moodle e-course for international entrants. It is shown that the students participate in network interaction, create the frame for successful adaptation of international students in Ukraine.

Nowadays simulation training technology is a priority method of maritime specialists’ practical training in the world. The main purpose of using VR simulators within an educational process is to simulate work on real equipment in order to form professional competencies of seafarers. The article describes system of blended learning on the basis of Kherson State Maritime Academy, that includes alternation of traditional and online learning, virtual training by means of the VR technology, training on simulators. In accordance with the principles of blended learning in Academy, there was developed an author's course ``Rescue boats and life rafts specialist'', which aims at providing theoretical and practical training of seafarers on launching and handling the lifeboats and liferafts and, as a result, ensures seafarers’ formation of professional competency ``life-saving appliances operation''. The article also reveals the results of an experiment with implementation of VR technologies in forming the professional competency ``life-saving appliances operation''. The deviation of the results in control and experimental groups was 9,8\%. The effectiveness of our research was manifested in the fact that students have gained experience of practical skills before coming to the vessel and showed higher level of educational achievements in professional competency ``life-saving appliances operation''.