Purpose Educational tourism is under-researched in the literature. This paper argues that this stems from a lack of consensus regarding the nature and scope of educational tourism as a theoretical concept and market segment. Design/methodology/approach Through a review of research over the last decade and a half, the paper aims at providing a concise overview of the key perspectives and concepts in educational tourism, whilst highlighting the potential for future directions of the sector. Findings Ritchie"s (2003) segmentation model of educational tourism is usually considered the international standard for writing on the subject. However, it excludes certain sectors of tourism that may be considered educational. In response to this, a new conceptual model is presented. Further research is needed to understand the schools" educational tourism market. When international educational tourism is considered, the majority of empirical research and academic debate has originated in the closely related field of international education. Educational tourism has the potential for hybridization with other segments of tourism and non-tourism sectors, and to contribute towards global peace. Originality/value This paper offers an alternative process-driven and outcomes-based conceptual model of educational tourism. It identifies directions for future research in schools" and international educational tourism and proposes a typology to aid hybridization of the phenomenon with other sectors. Finally, it discusses the potential of educational tourism to foster peace through the integration of global learning into touristic practice.
International educational tourism has the potential to foster global learning; however, very little empirical research exists to support this claim. This study responds to the growing demand in the literature for rigorous empirical research to test the underpinning assumption of IET. A global learning survey instrument is developed and completed by 1152 Grade 11 learners in 16 South African exclusive high schools. In doing so, this paper demonstrates that some types of IET are more conducive to global learning than others. Furthermore, for significant global learning to occur, educational tourism needs to be facilitated and cultural difference needs to be experienced. Personality traits that include curiosity, altruism, and being open-minded to new experiences, are identified as predictors of global learning, but the effect of schoolbased academic achievement is small. Additionally, through the synthesis of educational tourism, international education, experiential learning and global learning theories, the concept of IET is developed.
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