Active learning for an introductory tourism course—a case study

Culinary inheritance: a new paradigm of innovating knowledge teaching

“…Perceived teaching competence is determined by educators' personal and vocational attributes (Raatikainen et al. , 2022; Shi et al. , 2021).…”

“…Scholars have observed that most culinary program students have strong learning preferences that challenge higher education teachers (Mitchell et al. , 2018; Shi et al. , 2021).…”

Using Needs Analysis to Develop Interactive Digital-based German Speaking Teaching Materials in Tourism Vocational Schools

“…In contrast, Binbasioglu conducted a case study of transforming an introductory tourism course from traditional teaching to student-oriented active learning through a textbook redesign [16]. Furthermore, Ginaya et al, about digital learning through the learning management system (LMS) English Discoveries (ED) on student achievement in English [17], Meanwhile, Riyanto et al develop new teaching and learning materials that can help students prepare new skills relevant to the 21st century.…”

Linking Teaching and Training Methods: Classroom Teaching vis-a-vis Workplace Training within the Hospitality Industry

“…They are also charged with a substantial function of nurturing essential and practical competencies for the hospitality industry [5], [6]. Additional advantages this relationship is the fostering of interactive environments, obtaining real-life, hands-on and industry-related competencies that are beneficial for the students successful transition for further learning [7], [8]. However, this linkage is confronted with challenges of harmonization in order to enable students' acquisition of essential and practical skills.…”

“…Effective horizontal expertize and harmonization of TTMs should therefore play a key role in effortlessly developing and strengthening essential and practical competencies in vocational institutions and workplaces. This is because students' inability to think critically during internship, work in teams and effectively communicate have remained a concern in hospitality workplaces [7], [16]. Bridging the gap of TTMs in vocational institutions and workplaces in hospitality industry is becoming prerequisite and critical for teachers and trainers as they promote successful acquisition of relevant competencies [17], foster engagement and transformation [2] and successful transition of further learning [8].…”