Ocean College: The teacher and student adventure on the sailing ship Regina Maris

In a world where traditional education often takes place within the familiar confines of classrooms and lecture halls, there are courageous young people who choose an alternative route. A path that literally takes them far away from the usual school walls. Imagine that at the age of fifteen, the call of adventure takes hold of you, an enchanting journey that takes you far away from the familiar company of family and friends, away from everyday social rituals for six months.

Ocean College

When we saw this impressive ship, we had no choice but to say hello. Soon, we were kindly invited to come on board. Entering the Regina Maris was not just stepping onto a ship but an entry into a floating school called Ocean College. Here, practice-oriented learning is central, tailored to the ship’s current location. The rotating system of watchkeeping, helping in the kitchen, keeping the ship clean and school tasks creates small groups, making very personal education possible. Specific curricula integrate key content from mainstream schools into the home.

An epic journey on board the sailing ship Regina Maris, in which you will not only be shaped by unforgettable experiences at sea but also maintain the continuity of your studies. What if you were to make this journey as a student? What challenges would the teachers face?

Personal stories of students Daya and Ono

Daya and Ono are two students on board the Regina Maris. Daya, a 16-year-old from Mainz, Rhineland-Palatinate, is in the 11th grade of a Gymnasium. However, her educational journey takes an unexpected turn due to a program change, with the entire 11th grade no longer counting toward her final exams. In contrast, the second half of 12th grade now counts double toward her final exams, intensifying her academic commitment and focus during this period.

On the other hand, 15-year-old Ono from Münster near Düsseldorf has a more traditional approach to his studies. Maintaining good performance is essential for him to move to the next level. Teachers assess his work with grades included in the school reports. Ono is about to take the 10^th-grade central final exams upon his return, which are now mandatory and even count for 50% of his final grade. For Ono, successfully passing these central exams means that he does not have to repeat the academic year, making them crucial to his progress at school. Both students face unique challenges in their educational journey but share a commitment to success and continued growth.

These individual stories provide a glimpse into the diverse obstacles young people face on their journey to explore alternative education options. As Ono and Daya follow their own paths, we are introduced to a striking personality, Benjamin Nagel, whose extraordinary journey further explores the conventional boundaries of education.

The personal story of teacher Benjamin

Benjamin Nagel, an enthusiastic chemistry, physics and mathematics teacher from Vienna, Austria, with an unexpected passion for Spanish, takes us on his unusual journey. With a formal background in chemistry at both the undergraduate and graduate levels, his desire for eco-friendly travel led him to an unexpected turn. His goal was to explore the world in an environmentally sustainable and adventurous way.

Benjamin’s first idea was to travel by sea because of its lower fuel consumption compared to air travel. To bring this idea to life, he completed Basic Seafarer Safety Training. His original plan was to cross the Atlantic Ocean as a crew member on a freighter, bound for Africa or South and Central America. Unfortunately, that plan didn’t go as expected, and he ended up in a port project where an old ship was being restored. This turn in his journey brought him into contact with See Your Future, a charity organization and owner of Ocean College, an innovative project that offers young people the opportunity to sail around the world while receiving an education.

His involvement in the restoration project led to volunteer work and ultimately a month of sailing with Ocean College. His eyes shone with enthusiasm as he told this, because he knew immediately that this adventure was for him. Determined, he registered with See Your Future and received the gratifying news four months later that he could attend Ocean College.

Inspiration from the students Ono and Daya

For Ono, the inspiration came during a conversation with his sister’s friend, who told him about Ocean College’s unique program. Feeling confined in his small village, Ono longed-for escape from the monotony of his surroundings. The opportunity to break from routine and embrace a world of diversity sparked in him a deep need to escape the constraints of his small village and embark on an adventure that promised to broaden his horizons.

On the other hand, Daya was introduced to the program through friends and acquaintances who had previously participated. The seed of curiosity was planted when she was in sixth grade, and she has followed the program with great interest ever since. The program’s appeal fascinated Daya, with the opportunity to travel and immerse herself in diverse cultures. The idea of living in a completely different environment intrigued her and offered a unique mix of excitement and challenge.

Background information

Ocean College is a unique exchange project for adventurous students between 15 and 17 years old, mainly grammar school students, who want to explore the world while studying on board. The educational experience that Ocean College offers costs approximately 27,000 euros per participant. There are currently 33 students on board, guided by two young Watch leaders who recently completed their final exams and are now taking on a leadership role. These roles serve as practical career orientations and provide a unique further training experience.

The teaching team, consisting of three teachers led by the project leader and an assistant, provides structure and education on board. Additional team members, such as a doctor and usually a chef, complete the team. The daily routine varies depending on the location: at sea, anchor, or port.

Selection process

Students apply and arrange practical arrangements with their home schools to participate in this special adventure. Although Benjamin is not directly involved in the selection process, he and Ocean College leaders emphasise that adventurousness, willingness to collaborate, and a deep understanding of the project are essential criteria for eligibility.

Leadership and challenges

Ocean College leaders are honest about the challenges that await participating students. They emphasise that the program will be tough, require a lot of commitment, and often be unpleasant. Nevertheless, they believe that the experience will be unforgettable and that students will explore the world and develop valuable skills. The project encourages not only academic growth but also personal development and overcoming challenging situations.

After deciding to participate, Daya and Ono joined a diverse group of 33 fellow students. The scheduled boarding window extended from 11 am to 5 pm on the day of arrival. Ono made a fashionably late entrance around 4 p.m. Upon entering the ship, he was greeted by the lively scene in the mess room, where everyone had already immersed themselves in a game of UNO. The group greeted Ono casually with a “Good morning.” The group quickly transformed into a close-knit “family” within the first two days.

Naval challenges and setbacks

As the group formed, an impressive challenge awaited them as they navigated the English Channel, which took its toll on the students’ physical and mental resilience. Picture this: a crew of novice sailors, wide-eyed and clueless, swept up on a sea roller coaster. “Yes, we were all newbies,” they admit, a sigh of innocence escaping their lips. With waves of about 3.5 meters in front, a wind force of 8 and rain, sailing became impossible; we were now completely dependent on the engine. The once-naïve sailors found themselves in a less-than-idyllic situation.

Imagine the unfortunate souls who, in the course of 12 hours, became world champions in a sport they never wanted to excel in vomiting! Yes, you read that right – 27 times in one day. It’s not an achievement to brag about on a resume, but it’s a testament to the wobbly sailor legs and iron stomachs some developed over this tumultuous journey. The toll on some students’ physical and mental resilience was significant, with some ending up completely flat. The bad weather prevented the ship from making rapid progress. No, really, it was a frustrating situation.

Daily routine and flexibility

How do you navigate life on board? The rhythm varies, whether anchored in a harbour or sailing the high seas, but it follows a clear rhythm. The schedule is structured at sea with designated waiting times, followed by school time, rest, and other activities. The routine is more regulated. At the port, there is usually a program or at least a rough idea of how the day should go.

.Benjamin explains that a flexible watch system is used on board with six watch groups, each on duty for four hours, while the teachers teach during the day. The lessons often occur outdoors, in a dynamic environment of rushing waves, moving people and sails that must be hoisted. Given the challenges of sleep deprivation and seasickness during classes, flexibility is key.

Education on board

Unlike traditional classroom education, onboard lessons are more dynamic. The environment contributes to a direct connection between students and the study material. The education concept constantly evolves, integrating more project education based on the specific location.

A notable feature of our onboard education is the Pathway system. Each student chooses from one of three pathways: Science, Economics, or Media. Within these chosen topics, they have the opportunity to give fascinating presentations and write essays. This encourages them to delve deeper into specific areas of their interest and further develop their expertise.

For example, we recently attended a fascinating presentation about biodiversity in Panama. This presentation shed light not only on the climate but also on the native flora and fauna. It was not only informative but also highly relevant to understanding the natural environment we currently find ourselves in.

Country briefings and direct experiences

Before visiting new countries, Ocean College prepares students with extensive country briefings. These briefings cover historical, geographical and sometimes climatic aspects, giving students a deeper understanding of the places they visit. The difference with traditional classroom education lies in the students’ inner motivation, who have a direct connection with what they study.

A concrete example is the exploration of San Blas, where seasickness prevented a thorough exploration. Nevertheless, they are planning joint briefings with Panama as a whole, including the next stop, Bocas del Toro. This method of country briefings fits well within Ocean College’s evolving educational model, deepening students’ understanding through direct experiences during the trip.

Life on board and improvisation

Life on a ship has taught Daya and Ono the art of improvisation, from regular deep cleaning sessions to repairing essential equipment. Flexibility is key. Ono shares his insight: “There hasn’t been a day where everything has gone exactly to plan.” Unexpected challenges, repairs or students with health problems often disrupt plans. Despite the original plan, it is often cast aside, and they find themselves in the position of having to adapt to circumstances. Living with spontaneity, without a strict plan, is fascinating, as Justus adds during the interview: “For example, in Tenerife, we wanted to refuel and leave, but we ended up staying four days due to problems obtaining diesel.” Despite the lack of a set plan, they have learned to make the best of every situation, reinforcing that real learning often occurs outside the traditional classroom.

Ono, Justus, Daya and Max, who also joined the conversation, all agree that their biggest challenge on board was the 17-day voyage through the English Channel. The long-term challenges tested their resolve, but a shared belief that better days lay ahead kept them going. When the ship finally docked in Tenerife, the students were relieved to leave behind the turbulent seas and unpredictable weather conditions and looked forward to warmer climates. This experience laid the foundation for the resilience they would need throughout their journey.

Life without smartphones

In today’s technology-driven world, the idea of living without a smartphone raises intriguing questions. For most people, these devices seem to hold a special place. But what happens when a group of 33 students, aged between 15 and 17, are limited to using their smartphones for just a few hours every six weeks? Let us explore the implications of such restrictions on their daily lives and experiences.

Ono shares his slight desire for music, acknowledging that while he doesn’t necessarily need his phone, occasional access to music would be appreciated. He emphasises the beauty of not constantly thinking about a device and the freedom to fully immerse oneself in the present moment without the distractions of the digital world.

Daya emphasises the positive aspects of not having a phone. She describes the joy of being completely in the moment, unencumbered by the need to check messages or notifications. The lack of a phone promotes a deeper connection with the journey and the people around them.

All students agree that the experience of living without phones is unique and valuable. They expect to carry this lesson into their lives after the trip and recognise that the opportunity to be without a phone for an extended period of time is rare in their generation. The lack of phones has strengthened their bond as a group, encouraging more interaction and shared experiences.

Challenges during the journey

Despite the unparalleled experiences the journey offers, Ono and Daya cherish some aspects of their lives before the journey. Ono misses his regular tennis routine, a remarkable loss now that he has to miss his favorite sport, which he previously practiced six times a week. The ship offers alternative physical activities, such as strength training, but this requires more discipline to continue and is a departure from his usual sporting activities.

For Daya, life on board means missing the freedom to cook and eat according to personal preferences. The constraints of ship life, such as the limited availability of ingredients and the communal nature of meals, limit the autonomy she once enjoyed in the kitchen.

Nevertheless, life on board involves a mix of academic studies and practical learning, with a more hands-on and contextual approach to education. The fluidity of the scheme reflects the constantly changing nature of their maritime environment.

Living on a ship brings unique challenges, including constant proximity to fellow ship residents. Daya and Ono candidly acknowledge the lack of personal space and constant companionship, even on land. “Even if you spend just two minutes on the toilet, it seems like someone is rattling the door handle every three seconds,” says Daya. While they occasionally experience longings for solitude, they emphasise the positive side: increased sensitivity to each other’s well-being, thanks to the close-knit community that has fostered an environment in which the group quickly notices when someone is not feeling their best, indicating a newfound collective empathy.

Reflecting on their initial struggles to find a balance between group activities and time for themselves, the students share how, over time, they have developed a keen understanding of when a member needs space or a moment alone. This journey has been an exercise in learning to respect each other’s needs and recognise the importance of both shared experiences and personal reflections.

Unique experiences and highlights

The trip also included notable moments, such as swimming in the middle of the Atlantic Ocean. Ono says: There was a part where the water on the Atlantic Ocean was calm, and there were no waves or wind. Our captain then said, “Swimming stop.” We just went swimming in the middle of the Atlantic Ocean. “Oh, Montetrigo, that was just wonderful, wasn’t it?” Daya says with a smile—Daya and Ono radiate enthusiasm as they talk about their experience in Montetrigo. Daya says, “We were actually in the taverns of this small village, and the hospitality of the locals was incredible. Not only did we enjoy the local atmosphere, but we also played a football game with the villagers and danced together in the evening. It was so special, knowing that we would probably never come back. A unique experience that I will only have once in my life.”

Ono shares his personal impressions: “For me, Montetrigo was really special. It was surreal. We jumped into the water and swam on the black sand beach, surrounded by those majestic mountains in the background. It felt like a dream, like we were in a I found myself in another world. Definitely, those mountains stretched into the distance like a picturesque backdrop as the village made its way in. Montetrigo was unforgettable.” Their eyes light up as they share the memories of this unique place. Encounters with dolphins on the high seas and diving in Colombia are also among the highlights. These unique experiences form a living pattern that will have a long-lasting impact on their lives.

Personal growth and change

Reflecting on how the journey has changed them so far, the students discuss new-found maturity and personal growth. Challenges such as overcoming fears and learning to live spontaneously have had a lasting impact on their perspectives. Ono enthusiastically shares: “I’m really in the mood now to travel around a lot. At first, I thought: maybe it will satiate my desires a bit, but man, it turns out to be the other way around!”

For example, Daya is afraid of heights. Daya says: “Well, I was seriously afraid of heights. And you know, I still fear heights, but guess what? I’ve been on top of that mast twice now! That was kind of a ‘no way’ for me before we left. I really thought, ‘I don’t know if I can even do this.’ But here, in the middle of this adventure, I decided to let everything go, think less about things, and be spontaneous. I’m so proud because you know what? It worked! I managed to put that fear of heights aside and just enjoy the moment. It has been a lesson for me not to waste too much time worrying but to experience life more in the moment. I think that’s exactly what I learned here.”

Benjamin has also learned a lot in recent months: “What I have learned so far is simply incredible. Even though I had prepared myself for the fatigue of dealing with children, this was the least challenging aspect. The real eye-opener was working together in a team with different personalities and backgrounds, which was a huge lesson in itself. Instead of just learning sailing techniques, I discovered that my biggest lessons revolved around communication with my colleagues and the students. The dynamics of a classroom at sea presented unique challenges, and I gained valuable insights into how to teach effectively in these special circumstances. My time abroad during Ocean College expanded my world knowledge and gave me a deeper understanding of myself. It is an ongoing journey in which we are all learning, both students and teachers.”

The trip will soon go to Costa Rica.

After Panama, Costa Rica is on the program. Ono and Daya enthusiastically share what Costa Rica has in store for all students on board. Costa Rica, our impressive destination, famous for its vast landscapes, will welcome us to the mainland for three consecutive weeks. The first week starts at a surf and language school specially designed to take our Spanish to the next level. Although we already picked up some basic Spanish on board, this experience should increase our language skills more quickly. Some of us already have some prior knowledge of Spanish, while others are still beginning their Spanish adventure.

After the surf and language school, an exciting week awaits us at a coffee plantation, where we will actively participate in the production process to gain an in-depth understanding of the important steps of coffee bean processing.

In the last week on land, we explored the country in small groups of six, with a daily allowance of 40 euros or 40 dollars per person. Back in the jungle, we come into contact with indigenous peoples or even stay in an indigenous community to experience their everyday life in a unique way. It is an absolute highlight that we have been eagerly looking forward to from the start. The prospect of setting foot on land again will undoubtedly evoke an unusual feeling, but we can’t wait. And after that, as strange as it sounds, we can say we are returning. It will be strange for us because everything seems to be happening quickly.

And what awaits us next? After the adventure in Costa Rica, we continued our journey to Cuba and Bermuda. The Azores are also on the program, followed by a possible stopover in bustling Amsterdam.

With the horizon still filled with the promise of new destinations, adventures and personal growth, Ocean College’s journey reflects not only the challenges of sailing the open seas but also the deep transformation taking place in the hearts and minds of the participating students and teachers.

Conclusion

As Costa Rica comes into view, with its waves waiting to be ridden by the students and coffee plantations revealing their secrets, the journey becomes more than just a physical movement across oceans. It is a journey of self-discovery that confronts them with the heights, depths and unexpected twists of life at sea.

Ono, Daya, and their fellow travellers have acquired navigational skills and the art of spontaneity, empathy, and letting go of fear. The school desks have been replaced by deck chairs, and the traditional classroom structure has given way to the fluid environment of the ship, where the wind is their teacher and the ocean is their classroom.

As the students follow the rhythm of the ship, they find a new rhythm within themselves. The journey not only broadened their academic horizons but shaped them into individuals who resiliently embrace the challenges of the unknown. Daya’s triumph over fear of heights reflects not only her personal triumph but also the journey’s ability to break physical and mental barriers.

Benjamin Nagel, the enthusiastic teacher who once dreamed of eco-friendly travel, has explored the world sustainably and discovered the depths of education and collaboration. His journey from chemistry teacher to sea adventurer reflects the flexibility and openness to unexpected twists that are at the heart of Ocean College.

As students prepare to set foot in Costa Rica and embrace the next stages of their journey, one thing is clear – this journey is not a destination but a continuum of growth, discovery and connection. Every chapter of the ocean they cross, every port they dock, contributes to the story they write – a story of courage, perseverance and the indomitable spirit of adventure.

So, as the Regina Maris sails on to new horizons, the stories of Ono, Daya, Benjamin and the rest of the Ocean College family continue to unfold as an endlessly captivating adventure. The school at sea is not just a temporary deviation from the usual education; it is a life-changing journey that embraces the essence of learning – a journey where the real lessons are learned through the waves of experience and where the true destination is always the next chapter yet to be written.

Next time

A question that often whispers through the sea wind but rarely finds an answer is: how do all those sailors finance their journey? In my upcoming blog, James Everson, the fearless captain of the famed YouTube channel SV Zingaro, reveals all the secrets, his indomitable enthusiasm and the challenging storms he has weathered to bring his sailing adventures to life. Get ready for a revealing journey behind the scenes, where James answers the burning questions honestly. How does he finance his epic journeys? And how much does he actually earn from his YouTube channel?