The heavily technical focus of maritime education has obscured the development of social leadership competencies, which are equally crucial for a seafarer. There is a gap between the internationally certified curriculum and the actual needs on board: the ability to lead multicultural teams, communicate effectively, and manage conflict under pressure. This study employed a qualitative field research approach. The techniques used refer to the criteria of credibility, transferability, dependability, and confirmability. The results of the study indicate that: 1) The administrative configuration indicates that social leadership development planning is still fragmented and not supported by adequate budget allocation. Integration into the curriculum tends to be implicit with minimal portions, while non-academic programs such as LDK lack dedicated funding. Soft skills development is a secondary priority compared to technical training, which accounts for 70% of the training budget. 2) Implementation and field dynamics: program implementation faces the challenge of a hierarchical culture that conflicts with social leadership values. Role disorientation occurs between units, with lecturers focusing on technical aspects while leadership development is considered the responsibility of student affairs units. The heavy technical study load limits cadet participation, so the program only reaches a handful of intrinsically active cadets. 3) Evaluation and reorientation: The existing evaluation system is superficial, measuring only participant satisfaction without measuring long-term impact. There is no formal assessment of the development of social leadership competencies in academic transcripts, thus affecting cadets' motivation for self-development. A complete reorientation towards a holistic assessment system and formal recognition that is commensurate with academic achievement is needed.