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Purpose This paper aims to offer a conceptual model for the development of a teaching–learning experiential ecosystem which favors university entrepreneurship in the area of sustainable tourism and innovation acceleration. Design/methodology/approach The methodology is carried out in two phases. First, participatory action research in the context of the “Protocol and Event Organization” subject, included in the Tourism degree taught at the University of Alicante, analyzing a didactic experience as a case study. Second, primary qualitative and quantitative research. Findings Although at a small scale, it is shown that the relational approach for university management fosters entrepreneurship and generates social awareness regarding the sustainable tourism business. Research limitations/implications This is a local simulatory case on relational university and is based on only one subject. However, as a starting point, it has the following implications. Practical implications The authors contribute in a practical manner to model a learning and entrepreneurship ecosystem for configuring an education innovation agenda in the field of tourism, with the cooperation of all agents involved in this sector to accelerate novel entrepreneurships, as well as transitions, toward sustainability. Social implications The model is useful to accelerate new entrepreneurship and transitions toward sustainable regional development. Originality/value Students have led the process and have become quintessential relationatory agents, creating their own career opportunities on sustainable tourism, in addition to creating society–university links.

This paper presents the findings of a training programme based on an Action-Research methodology that has been applied in two subjects of Event Organization, Protocol and Institutional Relations undergraduate and Master's degrees. Through a teaching methodology called «learning by doing», students are encouraged to understand, internalise and apply the potential of technology in this field of knowledge, by means of building their personal brand as a key for digital literacy and professional empowerment. Thus, firstly this work proposes a review of the use of technology in teaching, with the goal of resignifying the concept of educational e-innovation from a transdisciplinary approach, which promotes progress in education ranging from technological to social innovation (technological-education-cultural-relational). Then, both the specific features and activities designed to build the students' personal brands during the course as well as the research methodology applied to analyze the results are described. The methodology is based on a longitudinal «ex post-facto» approach through a panel sample survey. Finally, results demonstrate how this training programme has allowed graduates to improve their employability and career development opportunities from then on, encouraging active participation and self-directed learning. Initial conclusions encourage us to apply this experience to larger groups and new university degrees in the higher education context.

A partir del uso generalizado de formación online durante la pandemia, se hace necesario reflexionar acerca de dicho uso para configurar la educación “pospandemia”. Por ello, nuestro objetivo ha sido analizar las preferencias hacia la formación online futura de la juventud española atendiendo a una serie de variables de clasificación de los participantes (sexo, edad, clase social, nivel de estudios, situación laboral, nacionalidad, hábitat, convivencia e ideología). Se ha llevado a cabo un estudio transversal (N= 1209) a través de un cuestionario diseñado ad hoc. Se han realizado análisis bivariables mediante tablas de contingencia (basados en chi-cuadrado), dado que las variables son nominales, y utilizado el coeficiente de contingencia de Pearson como prueba de significatividad. Los principales resultados indican que los jóvenes entre 15 y 19 años prefieren la modalidad presencial (32,2%) y los de 25 a 29 años, la híbrida (47,5%). Se concluye que, variables como la edad, clase social, situación laboral, hábitat, nivel de estudios, ideología o clima de convivencia, se muestran determinantes a la hora preferir una modalidad de formación u otra. Todo ello puede ayudar a configurar planes de formación basados en aprendizajes personalizados en el contexto educativo posterior a la pandemia.

El objetivo principal es el análisis de un evento folklórico tradicional que integra el paisaje cultural de un territorio. Para ello, se ha elegido las fiestas de Moros y Cristianos de Crevillent (Alicante, España), Ontinyent (Valencia, España) y Los historiantes en la República de El Salvador. Los conceptos clave de esta investigación obedecen a cuatro variables que conforman el eje de este trabajo: paisaje cultural, evento folklórico, reforzamiento identitario en migrantes e influencia de la variable género. Estos se abordan a partir de la revisión teórica sobre paisaje cultural, identidad, folklore y sincretismo cultural desde la perspectiva de la intrahistoria unamuniana para, posteriormente, analizarlas a través de los datos obtenidos en las entrevistas semi-estructuradas realizadas. Como principal resultado destaca cómo la participación activa en las actividades festeras incrementa y refuerza el sentido identitario de pertenencia a la comunidad y la importancia que esto tiene para la convivencia de culturas diferentes.