Higher education and the sustainable tourism pedagogy: Are tourism students ready to lead change in the post pandemic era?

García, María del Carmen Mínguez; Hernández, Carlos Martínez

doi:10.1016/j.jhlste.2021.100329

Cited by 26 publications

(21 citation statements)

References 50 publications

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“…This study sought to be relevant to students enrolled in tourism subjects who lack a comprehensive understanding of sustainable tourism development on social, economic and environmental grounds. Moreover, Mínguez et al . (2021) concluded that not only do tourism institutions fail in delivering a “value-based education” in sustainable tourism, they have also failed to transfer the practical skills required to implement sustainability.…”

Section: Literature Reviewmentioning

confidence: 99%

Education for sustainable tourism development: an exploratory study of key learning factors

Rezapouraghdam

Alipour

Kılıç

et al. 2022

WHATT

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PurposeThis study aims to identify the main facilitating factors in learning sustainable tourism development from the perspective of tourism students.Design/methodology/approachAn inductive qualitative approach was applied. Focus group data collection and content analysis were used to gather and interpret the data obtained from tourism students.FindingsThree major problems prevent tourism students from learning; consequently, three solutions emerged to encourage them to learn about sustainable tourism development. The problems are (1) the complexity of the topic, (2) the applicability of the subject and (3) pessimism about the future. The solutions are (1) implementable sustainable approaches/ideas for the future, (2) the learning process needs to combine field observation and creative approaches and (3) digital tools and video material should be integrated with the learning process.Originality/valueThe presentation of sustainable tourism development for tourism students has received relatively limited attention in the literature. For Northern Cyprus as a study setting, this study is one of the first attempts to contribute to education for sustainable development and its implementation.

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Section: Literature Reviewmentioning

confidence: 99%

Education for sustainable tourism development: an exploratory study of key learning factors

Rezapouraghdam

Alipour

Kılıç

et al. 2022

WHATT

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“…La visión de Sharpley (2011) transciende, igualmente, el carácter vocacional del campo al defender una aproximación al turismo desde la perspectiva de lo que este nos descubre del mundo en que vivimos. En esta línea, Mínguez et al (2021) completan esta aproximación con la concepción del turismo como pieza esencial de la sostenibilidad, lo que conlleva la introducción de pedagogías alternativas como STE (Sustainable Tourism Education) que empoderarán al alumno como agente social del cambio a la sostenibilidad real, que es, a su vez, garante del éxito del turismo.…”

Section: Conclusiónunclassified

“…Stone et al (2017) ya preveían que los futuros profesionales del campo tendrían que hacer frente a situaciones críticas (terrorismo, escasez de petróleo, pandemias, cambio climático, desastres naturales) y hacían hincapié en el papel que juegan el pensamiento crítico y la colaboración en la gestión de estas situaciones y su ulterior impacto. Tanto en el estudio de Stone et al (2017) como en estudios posteriores a la crisis sanitaria originada por la Covid19, centrados, igualmente, en la enseñanza superior de Turismo (Mínguez et al, 2021), se subraya la necesidad de una enseñanza que incida en el pensamiento crítico. Estos autores parten del carácter dinámico, frágil y vulnerable del turismo, circunstancias que la Covid19 ha dejado claramente al descubierto, para así cuestionar si los estudiantes de este campo están preparados para liderar el cambio en la era post pandemia.…”

Section: Introductionunclassified

Modelo de caso para la enseñanza explícita y progresiva del pensamiento crítico en asignaturas de LFE en el Grado en Turismo

Esteban

2022

Pulso

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Este trabajo se sustenta en los exiguos estudios empíricos que miden la potenciación del pensamiento crítico con el método del caso (Stone et al., 2017; y Tan, 2017), estudios que constatan la idoneidad de dicha metodología para este fin. No obstante, existe una laguna de modelos de casos con esta finalidad para asignaturas de LFE, aspecto clave para profesores y alumnos recién iniciados en el método del caso. Así, se propone un modelo de caso de diseño original para la enseñanza explícita y progresiva del pensamiento crítico en asignaturas de LFE en el Grado en Turismo. Dicho modelo se sustenta en tres elementos: la taxonomía de Bloom, el análisis DAFO y la conjunción de dos tipos de casos de los propuestos por Westerfield (1989). De la propuesta centro de atención se desprende que la elección del modelo de caso está subordinada a los objetivos de aprendizaje, que la taxonomía de Bloom facilita la enseñanza progresiva del pensamiento crítico y que los marcos teórico-analíticos favorecen el razonamiento deductivo.

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“…Representatives of this section of pedagogy consider the pedagogy of tourism as a masterful education of a new type of a specialist in tourism, which can withstand significant competition in the labour market at the present stage of human development (Fedorchenko et al, 2004). M. Skrypnyk clarifies the concept of pedagogy of tourism as a science by giving it a broader meaning, namely: the study of the processes of education, training and personal development in the context of humanitarian and social functions of tourism (Mínguez et al, 2021;Rouzrokh et al, 2017). According to the scholar, the subject matter of tourism pedagogy is "a special form of public consciousness of a person's education (components of which are education and training) during one's stay for health, cognitive or business purposes in another place and education of tourism professionals" (Sakun, 2004).…”

Section: Literature Reviewmentioning

confidence: 99%

Training of the future tourist guides for intercultural communicative interaction within professional activity

et al. 2021

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This study argues for the significance of the cultural approach to the professional training of the future tourist guide for intercultural communicative interaction. Notably, meeting the constantly growing needs of the tourist market consumer is a pressing issue. It is emphasised that the professional training of a specialist in this field should be focused on providing a high quality theoretical and practical training for a specialist to be ready for professional and communicative interaction with consumers of tourist services. Intercultural communication is seen as a purposeful connection between different cultures, which performs an exchange of information, cultural and spiritual value through professional activities to meet the needs of tourists, while taking into account the uniqueness of every culture. When interacting with the audience, the guide uses methods of pedagogical influence, which are based on didactic principles (scientific, ideological, connection with real life, accessibility, system, responsiveness and persuasiveness). They define the content, organisation and methods of educating tourists during the excursion, regardless of them being children or adults. The excursion method is the basis of the tour and is a compilation of the ways for the guide to share the knowledge and tourists’ reception of this knowledge.

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Higher education and the sustainable tourism pedagogy: Are tourism students ready to lead change in the post pandemic era?

Cited by 26 publications

References 50 publications

Education for sustainable tourism development: an exploratory study of key learning factors

Education for sustainable tourism development: an exploratory study of key learning factors

Modelo de caso para la enseñanza explícita y progresiva del pensamiento crítico en asignaturas de LFE en el Grado en Turismo

Training of the future tourist guides for intercultural communicative interaction within professional activity

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