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Developments in information and communication technologies, especially with the increase in internet use, have caused some important changes in the tourism industry, as in all sectors. Marketing strategies in the tourism sector have also undergone a transformation affected by these changes. As information and communication technologies develop, not only there is a decrease in communication costs, but also the regional borders of marketing activities have expanded and global studies have emerged. Transition to the digital world with the Internet; sharing information that will affect consumers' purchasing decisions, from destinations to tourism businesses and the diversity of services in tourism, has become one of the important variables of tourism marketing. The widespread use of information and communication technologies in the tourism sector has significantly changed the strategies and activities in tourism marketing, and especially the widespread use of social media has led to radical changes in the structure of promotional activities in tourism. In this study, which compares the social media usage of 5-star chain hotels, which are tourism businesses operating in the Turkish Republic of Northern Cyprus, the Greek Administration of Southern Cyprus, the Republic of Turkey and France, it is aimed to evaluate the effects of developments in information and communication technologies on tourism business marketing and the consumer-educational role of social media used in tourism marketing. Study; in addition to the advantageous and disadvantageous effects of technology and social media on tourism marketing, it also reveals the dimensions of the educational aspect.

Mastery of the art of crafting online reviews and responses is essential as a valuable additional tool for enhancing learners' English proficiency in specialised contexts. This study aims to: 1) Examine the formality levels in crafting reviews and responses; 2) Explore face-threatening acts utilised in reviews and politeness strategies employed in responses; and 3) Uncover moves and steps in composing reviews and responses. Data was collected from the Top 25 Hotels in the World in 2022 according to Tripadvisor.com. Six distinct corpora were formed, comprising positive, negative, and mixed reviews, along with corresponding responses, resulting in 87,973 tokens. Findings show reviewers leaned towards casual language (85.87%), while respondents used a consultative style (82.67%) in their responses. The shift from casual to consultative occurred most frequently (70.67%). For politeness, admiration (73.07%) and expressions of complaints/reprimands (64.53%) were common in reviews. In responses, strategies like offering, promising, or giving gifts (72.00%) and apologising and begging for forgiveness (50.40%) were prevalent. Reviews used three moves and ten steps, while responses employed six moves and 16 steps. These insights can be integrated into ESP classrooms to enhance review and response writing skills effectively.

This study described the potential benefits of implementation of the Metaverse concept in English for Tourism course revealing views from the students' perception. This research used a qualitative descriptive case study to investigate the phenomenon of the use of metaverse at higher educational levels in the Indonesia context. During data collection, an interview was conducted to gather the student's perspective on the notion of metaverse in English for the Tourism course, and the document served as secondary data as the artifact utilized in the subject's classroom activity. Thematic analysis was used to interpret the data. Based on the findings, there are two benefits of implementing metaverse concepts in English for tourism course. The study implemented two metaverse platforms namely "spatial.io" and "readyplayerme." The study showed that the students showed their positive perception towards the use of these platforms. Integrating a virtual environment in a metaverse concept gives prospects for immersive and interactive learning enhancing the students' learning engagement. In addition, since the students need to have the capability to use the platform, their digital literacy was also developed.

Opera is considered a significant part of cultural heritage in many societies. In the South African context, opera has a rich history and has contributed to the development of various art forms. Opera has continued to play a significant role in preserving and promoting cultural diversity in South Africa. Opera production contribute to the economy by creating jobs for artists, musicians, technicians, and other professionals. Additionally, opera events can attract tourism and boost local economies. Public funding for opera may be seen as an investment with economic returns. The purpose of this article is to examine the funding of opera in South Africa against the backdrop of a changing cultural landscape. It aims to investigate whether opera should continue to receive funding or if it should be accepted as a fading cultural form. Employing a qualitative approach, ten participants, including opera company managers and artists, share their perspectives through semi-structured interviews. Colaizzi's phenomenological data analysis method reveals key themes of financial viability, challenges, and opportunities. Findings were presented in themes and supported by quotes from research participants. Opera company managers and artists shared valuable insights into financial viability, challenges, and opportunities. Strategic collaborations, revenue diversification, and the pivotal role of public funding emerged as central themes. The findings shed light on the adaptive measures undertaken by stakeholders in response to the changing cultural and financial climate. The conclusion synthesises the key findings, emphasising the resilience of South African opera in the face of funding challenges. It underscores the importance of balancing financial support and cultural acceptance for sustained vitality. The study contributes to ongoing discussions on the intersection of funding, cultural relevance, and the future of opera in South Africa.

Universities switched from face-to-face to emergency distance education as a solution to the crisis during the COVID-19 pandemic. This enabled face-to-face students to experience distance education. This study examined these experiences for tour guiding education. Distance education was available in tour guiding departments at a few Türkiye universities before the pandemic, and this was a discussion topic in academic. However, emergency distance education presented a dilemma for students: distance education or face-to-face education. Thus, the research includes students in the face-to-face tour guiding departments. A qualitative, phenomenological approach was employed to collect data using semi-structured interviews and an online questionnaire. Data were analyzed using thematic content analysis. The findings revealed that students preferred face-to-face education while being uncertain about the pros and cons of distance education. However, this decision should be underlined as not definitive. The study emphasizes that distance education is ineffective for tour guiding education due to the absence of practical courses, which are crucial for tour guiding, as well as effective communication. The study provides theoretical insights into the educational strategies used in tourism during crises and offers practical implications for enhancing distance education in higher education institutions.

This study investigates the development and efficacy of a multilingual tourism application designed to enhance tourism development in Mahasarakham Province, Thailand, focusing particularly on its utility for foreign students due to the region's educational allure and cultural heritage. The application features a comprehensive suite of services, including weather information, personalized travel recommendations, navigational assistance, and detailed local guides covering dining, healthcare, lodging, cultural practices, and historical insights, thereby distinguishing it from conventional tourism apps. The results of the study reveal significant outcomes. Expert evaluations yielded a Content Validity ratio (Content validity) of 0.86, indicating high relevance and accuracy of the app's content. The application's Reliability stood at 0.91, reflecting its consistency and dependability. Additionally, the Objectivity score was 0.80, suggesting the app's impartiality and fairness in presenting information. These results affirm the application's effectiveness in providing a reliable, accurate, and user-friendly resource for enhancing tourists' experiences while promoting cultural understanding and economic development within Mahasarakham Province.

Research has confirmed that people's attitudes towards starting their own business may be influenced by their education, age, gender and prior entrepreneurial experiences. To support the employability and economic success of tourism graduates, this study, conducted in the South African context, aimed to explore the predictors of tourism students' interest and motivation towards starting their tourism-related businesses after graduation. A survey questionnaire was employed to gather information from 154 randomly selected tourism students at a comprehensive university in South Africa. The first phase of data analyses dealt with the assessment of the measurement model, while the second phase tested the structural model using the partial least square-structural equation modelling (PLS-SEM) method implemented on SmartPLS software. The results indicate that certain student profile characteristics (such as age, gender, completing entrepreneurship module, self-assurance and satisfaction level) had significant effects on entrepreneurial desirability and feasibility (DF), entrepreneurial attributes (EA) and entrepreneurship education (EE). Further, the results reveal that EE did not differ by age, EA did not vary by gender and DF was not influenced by tourism students' self-assurance (SA). The study suggests that the institution under investigation uses appropriate experiential pedagogical approaches to provide tourism students with the 'know-how' and other necessary 'hands-on skills' to improve their capacity to launch new businesses. Contribution: This article is important for higher education in general, particularly in sub-Saharan Africa, because it not only contributes to the literature on entrepreneurship but equally helps higher education institutions to integrate tourism entrepreneurship modules into their curricula

The Chinese Luoyang Quju Opera holds significant cultural importance in Henan Province. Despite its historical richness, this art form confronts challenges amidst modernization and evolving entertainment preferences. This study investigates literacy strategies for preserving and contemporaneously developing the Chinese Luoyang Quju Opera. The research in Luoyang engages performers, educators, and scholars through qualitative methods, such as interviews, field observations, and archival research. The findings underscore the necessity for systematic documentation, scientific preservation techniques, educational integration, governmental backing, and digital platform utilization to sustain this opera. Emphasizing a comprehensive approach to cultural conservation, blending traditional and contemporary methodologies to captivate new generations, the study recommends digital experience centers, social media outreach, curriculum inclusion, community initiatives, and cultural tourism programs. These strategies aim to uphold the enduring legacy of Luoyang Quju Opera in contemporary society.

Building 21st-century life science skills requires educating participants according to STEM abilities. Therefore, this research aimed to examine the effectiveness and feasibility of the STEM ability assessment framework in the practical learning environment. The study uses STEM coffee preparation experiential activity with a Royal Belgian siphon pot to construct a learning environment in the classroom. The study also develops two assessment instruments, a knowledge concept questionnaire, and an entrepreneurial scientific thinking scale, to examine their effectiveness and feasibility in the STEM learning environment. The results of the content validity index reveal the value of good-grade literature for two questionnaires. Kendall's coefficient of concordance ([omega]) of the four reviewers' responses shows that the inter-rater reliability of the two questionnaires reaches a better level. The Chi-square test found that this STEM learning environment is feasible and effective and will help the participants assess their STEM abilities. The entrepreneurial scientific thinking for preparing beverages of life science is rich in viability and efficacy for instrument creation and assessment. Future research lengthened the extraction process while also improving consistency. Last but not least, more teaching practices and research designs are available. However, the goal is for learners' STEM aptitude to increase practice depth.

English is an indispensable language, especially in the digital age. For students who are not specialized in English vocabulary, understanding effective vocabulary learning strategies becomes crucial, helps increase their chances of being hired, and improves coherence in written and spoken communication. This study investigates the vocabulary learning strategies most and least commonly employed by ESP students. The research involved 59 participants from three majors: business administration, accounting, and tourism. Data collection was carried out through questionnaires and interviews. The findings highlight students' preference for metacognitive strategies and their positive attitude toward technology as a supportive tool for vocabulary acquisition. Additionally, cognitive and memory strategies linked to learned vocabulary were occasionally utilized. The implications of this research extend to teachers, students, and curriculum designers, providing insights for developing appropriate methods to enhance ESP vocabulary learning.

Among all the sectors, the hospitality and tourism sector has been detrimentally affected by the impact of the COVID-19 pandemic. This research aimed to determine how changes have been experienced specifically in the Turkish tourism higher education and tourism sector. Twenty-seven academics from the hospitality and tourism education departments were interviewed. Most agreed that restrictions have limited student access to hands-on practical courses and internships, which are crucial to developing necessary competencies. Moreover, the results showed the curriculum does not always meet the needs of the hospitality industry for a trained and skilled workforce. The challenge is to decide what else should be taught and what methods and teaching approaches should be used. As a result, industry-academia cooperation is necessary to reassess the curriculum programs to meet sector needs considering the pandemic impacts.

The current study examined Thai EFL Mattayom learners' pragmatic discourse of givenness via A-movement constructions. While previous studies focused on Thai undergraduate students and their error production in passive voice, this study innovatively contributes to the field by selecting a different group of participants. The participants in this study were 67 Mattayom students in Thailand, of which 45 were from public schools and 22 were from private schools. The participants were asked to write an academic essay on the topic of Thai Soft Power, which is the Thai government's campaign for tourism and culture from 2023 to 2024. The data analysis follows the principle of pragmatic discourse of givenness. The SPSS version 29 was used for the data analysis to seek a correlation between the production of passive voice by EFL learners and pragmatic discourse of givenness via A-movement constructions. The study showed that there is no statistically significant relationship between the production of passive voice by EFL Mattayom learners and pragmatic discourse of givenness where the p-value is reported at 0.79. It seems that Thai EFL Mattayom learners have not yet acquired the pragmatic discourse of given and new information in producing A-movement constructions in English. The discussion is given in the scope of a lack of experience of writing passive voice with other discourses. In addition, the traditional styles of teaching active and passive voice as interchangeable structures in Thai schools do not support the actual use of A-movement constructions in practicality. It is recommended that pragmatic discourse of givenness via A-movement constructions should be built into the curriculum for Thai EFL learners to develop cohesion in writing academic texts.

The importance of entrepreneurship in socio-economic development is increasingly present, not only in the papers of researchers but also in the minds of policymakers. In fact, entrepreneurship education has received a lot of attention because of the role it can play in stimulating entrepreneurial intention among students. Given that the tourism and hospitality industry is the economic sector most affected by the COVID-19 pandemic, this paper examines the relationship between entrepreneurship education and tourism entrepreneurial intention and reveals the effects of the COVID-19 pandemic on the entrepreneurial intention of students in tourism. Survey data was collected from 502 Moroccan students studying hospitality and tourism and analyzed using SEM-PLS. Our findings show a non-significant effect of entrepreneurial education on tourism entrepreneurial intention in the COVID-19 era. The results also reveal a significant negative effect of the COVID-19 pandemic on the entrepreneurial intentions of students in tourism.

Electronic portfolios make new possibilities of making students to write differently in the new era. In this study, 36 Tourism and Hospitality major students participated in Situated e-Portfolio English writings in a Practical English class using Wix.com. This study aimed to investigate students' experiences and attitudes toward this e-Portfolio writing in a situated learning context. Research question one asked how Taiwanese EFL students perceive the e-Portfolio writing activity. Research question two asked about students' attitudes toward their e-Portfolio. Questionnaires and reflection entries were utilized for data collection. The result shows positive experiences and attitudes. The results show that EFL Taiwanese Students positively affect English e-Portfolio writing and enthusiastic attitudes.

English language education nowadays is not merely about the instruction and acquisition of linguistic knowledge and skills. Instead, it has progressed to the real-life applications of the target language, which further requires a mastery of cultural knowledge and skills. In terms of culture, English as a Foreign Language (EFL) learners, compared to native speakers of English, own their unique native culture. Yet, since language teachers tend to focus on the delivery of English cultural knowledge, EFL learners' native culture is sometimes shadowed in the mainstream English classrooms worldwide. To this end, this exploratory paper aims to advocate attention to the importance of EFL learners' native culture awareness and share some practical teaching and learning experiences in an English course called "Multimedia and Foreign Language Learning." The paper outlines the pedagogical design of the course in China, providing classroom examples and practical suggestions to course designers, educators and instructors. We expect to give insights into integrating native culture into foreign language education in university settings.

The present study aims to examine effective measures to enhance the effects of entrepreneurship education (EE) on university students' entrepreneurial intention (EI) through entrepreneurial self-efficacy (ESE) and grit. The survey used a convenient sample of 758 tourism and hotel management students in China. SPSS macro program PROCESS (Model 4) was used to test the mediating effect, and PROCESS (Model 7) was further used to verify the moderated mediation model. The results indicated that: (1) there was statistically significant and positive relationship among EE, ESE, grit, and EI among tourism and hotel management students; (2) EE significantly and positively predicted EI; (3) ESE played a partial mediating role in the link between EE and EI; (4) grit moderated the indirect effect of EE on students' EI via their ESE. EE is a significant predictor of EI of tourism and hotel management students. Particularly, to improve the influence of EE, entrepreneurial policy makers should design incentive policies that ensure that universities provide EE across various majors. Also, educators should create a supportive and effective education environment so as to improve students' ESE and grit.

This study addresses the growing interest in transformative experiences in international academic tourism from a managerial and consumer perspective. While the managerial perspective focuses on delivering highly personalized experiences that profoundly impact each individual, the consumer perspective emphasizes inner transformation and personal growth. Despite recent developments in understanding transformative experiences, comprehensive empirical studies encompassing both consumer and managerial perspectives, as well as focusing on academic tourism remain limited. To fill this gap, the research conducted in-depth semi-structured interviews with international academic tourists, integrating both managerial and consumer perspectives. The study confirmed previously identified dimensions of transformative experiences and unveiled a novel facet related to intended achievements. Additionally, the findings corroborated that academic tourists undergo transformative experiences during their study abroad programs. This research contributes valuable insights to academia and the tourism industry, shedding light on the multifaceted nature of transformative experiences in the context of international academic tourism.

Service learning (SL) engages students in intentional, collaborative service experiences that promote civic citizenship. The COVID-19 pandemic forced traditional face-to-face SL courses to transition into virtual service learning (e-SL). This paper examines the academic and civic outcomes of an e-SL binational sustainable tourism course for undergraduate students. The course was designed to deliver disciplinary knowledge in sustainable tourism and transborder civic citizenship competencies in the following areas: 1) Ethos, 2) Literacy, 3) Inquiry, 4) Action, 5) Leadership, and 6) Partnership. A post-course student survey was deployed to assess student perspectives regarding the achievement of course outcomes. The findings revealed significant (positive) academic and civic transformations among the students due to the intentionality of the e-SL course design and implementation. Results indicate that e-SL in sustainable tourism education can be an effective pedagogy for inculcating civic learning, responsibility, and engagement among students and future professionals in the field of tourism.

Educational travel, and in particular study abroad programs, are generally beneficial to students, but less is known about impacts on the communities in which they are located. This study explores such impacts for a small rural community in Costa Rica that has hosted dozens of ecotourism and study abroad programs. Sixteen interviews were conducted in the community to explore the social and cultural rewards and costs of these programs, including cultural changes such as increases in community members speaking English, availability of drugs and alcohol, appreciation of nature, and adoption of sustainable living practices. We analyze these impacts by examining common programmatic assumptions about study abroad and borrowing biological constructs of symbiosis to diagram the potential trade-offs and costs for the local community -- as the basis for developing more mutualistic, decolonized programs in the future.

Between 2020 and 2021, the COVID-19 pandemic forced governments, around the globe, to implement innovative initiatives to avoid a complete collapse of significant sectors. Emergency remote teaching (ERT) operational frameworks were developed through the Council for Higher Education (CHE) to guide higher education (HE) institutions' operational procedures. Considering that students at Universities of Technology (UoTs) are used to face-to-face teaching, ERT may have been aversely experienced. Thus, for this study, the review of Tourism Management students' learning preferences during ERT across three South African UoTs were ascertained. Through means of a sequential-explanatory research design, students were asked to complete a survey and, afterwards, those students who showed interest were interviewed in focus groups. Tourism Management UoT students did not see ERT in a positive light as access to HE was a major challenge for them during lockdown periods, indicating a lack of sufficient resources to properly participate in learning activities, and crucially, a lack of access to support mechanisms during ERT. Contribution: This study offers student perspectives of remote learning experiences. This data could assist in offering a balance between ERT initiatives and learner-guided frameworks for HE. This knowledge could be critical in limiting the gap in access and success for hybrid or blended tourism programmes post-COVID-19.

Mathematical literacy has an important role in solving students' real-life problems in supporting literacy skills, teachers can use real contexts as outlined in tasks in-class learning. The Bengkulu context can be used because it is closely related to the environment and students' daily live. This study aims to produce math literacy tasks in the Bengkulu context which are valid and potential impact on student literacy. The research employed a development design with a formative evaluative model using stages of self-evaluation, expert reviews, one-toone, small group, and field tests. The subjects of the research were students in the eighth grade of a Junior High School in Bengkulu City. Data were collected through questionnaires, documentation, tests, and interviews. This study produced four mathematical literacy tasks with the Bengkulu context that met the criteria of being valid and having a potential impact. Mathematical tasks that are designed with the context can improve students' mathematical literacy activities. The use of tasks with context can be a learning resource that strengthens the introduction of students' local culture.

In order to socialize, get rid of stress and the routine of daily life, relax, and return to work more efficiently, people plan their vacation time in advance, work for this plan, save money and even go into debt. In this regard, this study aims to examine the relationship between the planned behavior levels of university students who tend to tourism activities as a leisure behavior and their motivation to participate in tourism activities and to examine which independent variables affect these two variables and how. Within the scope of the study, a face-to-face survey was conducted with 603 university students studying at state universities in Ankara, Eskisehir, and Izmir. In the first part of the study, the theory of planned behavior is introduced and explained with its sub-dimensions. In the second part, the concepts of motivation and satisfaction in tourism are discussed. As a result of the analysis, it was determined that planned behavior in tourism is affected by gender and income variables, especially in terms of perceived behavior control, and also, planned behavior positively affects the motivation for participation in tourism. As a result of the research, the fact that we have to plan and design every activity we will do in advance, due to both Turkey's socio-economic situation and the fact that the working population is in the majority, directs us to more accessible and cheaper activities. Since recreational activities are more easily accessible in this regard, participation of both university students and their parents in such activities will cause both the budget and more activities to be intertwined, not only tourism-oriented but also every month of the year, they will be able to relax, develop and rest with a certain quality and inexpensive activities. In this regard, certain stereotypes of our society should be helped to break down, and their participation in recreational activities should be provided more intensely. [Paper presented at the Future Trends in Leisure and Recreation (FTLRC22) Congress (Online, January 20-21, 2022). Note: The publication year (2022) shown on the PDF is incorrect. The correct publication year for this article is 2023.]

National brands of the Kazakh people are insufficiently researched based on the special criteria for defining the concept of a brand from a scientific perspective. This article is relevant in this context. Interest in branding and its formation is a topic staying relevant. It is a driving force behind globalization and international competition. The brand is recognized as attracting tourists and investors, strengthening business, forming the country's image, and achieving international supremacy. The study of the national brand in the field of education is also critical. In particular, it is necessary to identify national brands through associative studies for economics and tourism students. The article analyzed the concepts recognized as national brands of the Kazakh people. The frequency index of the words recognized as Kazakh national brands was determined. According to the word stimulus, "Kazakhstan," "homeland," "peaceful, independent country," and "What is the Kazakhstani brand?" "National cuisine" and "art forms" were the most answered. The experience of identifying the association has shown that using national characteristics, art, national food, and national clothes in everyday life as a national brand is not accidental. The mental characteristics and culture of the Kazakh people in the formation of a brand were determined during the research. They were introduced in the domestic and world markets, stabilized in the minds of consumers, and explained in the education system, marketing, and tourism. This situation would impact their use in the field.

Local tour guides' English speaking competence determines inbound international tourists' travel experiences. This study investigated student tour guides' English learning by adopting role-play tasks. The communicative tasks were designed to explore how real interactions prepared English as Foreign Language (EFL) learners to become cultural ambassadors who introduce Taiwanese features to the world. Twenty-nine students were recruited from an "English for Tourism Purposes" course to interact with international students who acted as tourists. The student tour guides took turns introducing a topic unique to Taiwan. Data included recorded conversational interactions between the international and local students, comments on tour-guiding performances, and reflective notes. Adopting conversation and thematic analysis, the researcher analyzed the objective learning outcomes by observing how students performed in the tour-guiding tasks and examined the subjective viewpoints from the participants' reflective notes. The results revealed distinctive spoken features for communicative competence and the benefits of gaining a deeper intercultural understanding of how to communicate Taiwanese culture in English and developing various communication skills for interacting with foreigners. Pedagogical implications are discussed in terms of the design of English for Tourism teaching.

Islamic boarding schools as educational institutions in Indonesia have contributed to national education in terms of the contribution of knowledge and figures in government. On the other hand, the limitations of pesantren funding sources must be solved by good entrepreneurial management so that pesantren are independent of donors or the government. This research takes place at Tahfidzul Qur'an Salsabila Islamic Boarding School, Tegal, which has implemented entrepreneurship in pesantren management. The results of this study indicate that various kinds of entrepreneurship are carried out, including citrus garden agro-tourism, catfish farming, coffee cafes, ground coffee products, pesantren stalls, and snack products from dages sticks. Second, the existing and implemented entrepreneurial management follows management rules, namely planning, organizing, implementing and monitoring as steps taken so that entrepreneurship can still be carried out correctly. The three entrepreneurial contributions to education costs include paying pesantren asatidz, to pay for electricity for Islamic boarding schools every month, and financing orphans and orphans, as well as being allocated to fund poor students.

Context: Vocational education and training (VET) has become a key issue in today's highly dynamic business, technological and economic environment, with a complex diversity of systems within the European Union. This paper aims to study the implementation of dual VET in Spain, focusing on the working conditions of company tutors in the tourism sector of Andalusia and the Canary Islands. Approach: Dual VET has been implemented in different ways, both between the different autonomous regions and professional areas since it was launched in 2012. In order to analyse these differences, interviews with teachers, head teachers, students and company tutors were carried out, between 2020 and 2021, in centres that had implemented dual vocational education training and centres that had not. The educational programme in dual VET implies a closer collaboration between schools and companies, as both are active training areas; the training objectives are shared between the school and the company. In this study, the company tutor is studied in his or her facet as trainer and assessor; but special emphasis is placed on the characteristics of the tourism sector, given its relevance in understanding the educational processes involved. Three dimensions underpin the analysis: the characteristics of the company tutor, the training and assessment processes implemented and the link that both maintain with the dynamics of tourism companies. Findings: In general terms, the initial assumptions put forward are confirmed. Firstly, the educational centre leads the process, taking the initiative yet without having the conditions of governance and negotiation typical of the Germanic countries from which these vocational education training systems originate. Secondly, the main characteristics of the company tutor are heterogeneity and informality. Thirdly, the contents and methodology are conditioned by the characteristics of the tourism sector. And finally, assessment also follows informal and changing procedures, generating tensions between the educational centre and company. Conclusions: These results give rise to some theoretical reflections. If the education system is an institution based on the principle of equality, it is worth asking to what extent dual VET can alter this principle, as the company adapts some of the contents and learning outcomes to its specific needs. In addition, an important differentiating factor that marks the learning dynamics has been detected: the size of the company. The difference in size may also influence the future prospects of trainees joining the workforce after completion of VET studies.

Those involved in higher education have been concerned about students' academic dishonesty for many years and there are concerns that the coronavirus pandemic led to even more academic dishonesty across the disciplines. Therefore, this study focused on hospitality and tourism students' views on academic dishonesty, or cheating behaviors, before and during the height of the pandemic. The results of two online surveys of hospitality management students in the southeastern United States found that students felt that academic dishonesty increased, they experienced more stress, and their views varied by their perceptions of online education. Suggestions for de-creasing academic dishonesty to enhance learning include communicating with students about it, making changes in assignments and pedagogy, and getting to know students better.

The aim of this study was to investigate the effect of collaborative learning on learners' communicative strategies in English for specific purpose (ESP) tour guide training course. The 12-week study was conducted using a quasi-experimental design with a pre-test and post-test, following the instruction of twelve topics in the ESP language training course. A total of 60 ESP language learners participated in the study. The experimental group was instructed using collaborative learning in the ESP tour guide language training and the control group was taught using a lecture-based approach. Data from the communicative strategies questionnaire were collected to assess the effectiveness of collaborative learning on learning communicative strategies in the ESP context. The results of the study showed that the experimental group was significantly higher than the control group on both the oral problem coping strategy scale and the listening problem coping strategy scale of the communicative strategies scale in the ESP environment. Based on the findings of the study, collaborative learning is effective in enhancing the language learners' communicative strategies in tour guide training course. Moreover, the study suggests that there should be a critical reflection on the ESP training course currently offered for tour guide language learners.

The present study investigates the effects of online collaborative writing instruction combined with metacognitive guidance on students' writing performance in German as a foreign language and their metacognitive awareness. For this purpose, a total of 90 students are randomly and equally divided into three groups: group with online collaborative writing instruction combined with metacognitive guidance (on-CWI+MG), group with face-to-face collaborative writing instruction combined with metacognitive guidance (f2f-CWI+MG) and group with in-class individual writing activities without metacognitive guidance (i-WRITE). Results revealed that the on-CWI+MG group showed the best writing performance and there was a complex interaction with the f2f-CWI+MG group in terms of metacognitive awareness. Moreover, the two basic levels of metacognitive awareness, knowledge about cognition and regulation of cognition, had a predictive effect on writing performance, with knowledge about cognition having a larger effect. Relevant implications for better understanding online collaborative writing instruction combined with metacognitive guidance are discussed.

The study aimed to reveal the effectiveness of virtual tours to the archaeological sites in Al-Ahsa in developing historical concepts among kindergarten children and to identify the differences between males and females in acquiring historical concepts. To achieve these objectives, a quasi-experimental approach based on one group design was used. The sample of the study consisted of (30) boys and girls between the ages of (5-6) years in the third level in the kindergarten attached to the third elementary school for early childhood in Hofuf in Al-Ahsa Governorate. The pictured historical concepts test was applied after calculating the coefficients of validity and reliability, and virtual tours to the archaeological sites in Al-Ahsa were applied. They included Al-Qarah Mountain, Suq Al-Qaysariyya, Ibrahim Palace, Jawatha Mosque, Al-Amiriya School, Al-Bay'ah House, Al-Uqair Port, and Al-Asfaar Lake in the experimental group. The results showed statistically significant differences at (0.05) between the means of the scores of the experimental group in the pre-and post-applications in the pictured test of historical concepts in favor of the post-application. Also, there was an effect size of virtual tours to archaeological sites on the development of historical concepts among kindergarten children. In addition, the results showed no statistically significant differences at (0.05) between the means of the scores of males and females in the historical concepts test pictured in the post application. The study recommended the inclusion of virtual tours and historical concepts in the self-learning curriculum for kindergarten.

Previous research in English as a Lingua Franca (ELF) has revealed that deviations in lexicogrammar are not always random, but a result of underlying communicative processes (Cogo & Dewey, 2012; Guziurová, 2020; Jafari, 2021; Ranta, 2013, 2022). Most previous studies relied upon spoken interactions, particularly in business and academic contexts; however, little attention has been paid to written communication in tourism contexts where the use of ELF has constantly increased. In order to understand how a communicative process motivates innovative forms in the lesser studied area of written communication, this study examines the kinds of lexicogrammatical features associated with the process of explicitness that underlies Thai ELF tourism writing. Data were based on a corpus of listing descriptions of 200 Thai hosts, compiled from the Airbnb website. The findings indicate that Thai hosts made use of 14 nonstandard lexicogrammatical features which were motivated by explicitness in order to improve the clarity of their messages and promote intelligibility. The three most frequently found non-standard lexicogrammatical features in the data included the addition of a preposition after a transitive verb, the extended use of the progressive aspect, and marking of the plural -s on an uncountable noun. The findings of this study render further support to the claim that communicative processes, namely explicitness, play a significant role in the use of deviant features and in achieving mutual understanding in lingua franca communication. Pedagogically, teachers are recommended to introduce the concept of ELF and language variations to their students in order to prepare them for actual interactions in today's multilingual society.

This paper is a systematic review of empirical research on "tourism problems and entrepreneurship development" in the context of Vietnam. Its significance and urgency rest upon a prolonged and immense decline in Vietnam's tourism revenue due to COVID-19 pandemic restrictions and its stagnation of tourism recovery. The systematic review methodology provides rigorous procedures to achieve reliable and accurate results. Besides evaluating and identifying gaps in existing studies, tourism problems are discussed, and coherent resolutions are provided. As a result, a holistic picture of current studies and relevant approaches to tourism entrepreneurship development in Vietnam is projected.

This systematic literature review (SRL) examines the impact of English educational tourism (EET) on the growth of local Small-Medium Enterprises (SMEs). Through a comprehensive search of academic databases and systematic assessment of study quality, a total of 49 studies were selected for inclusion. The studies varied in design, location, and intervention, but all focused on the relationship between English educational tourism and the growth of local SMEs. This SLR focuses on the typology of SMEs in EET, its impact on rural economy and local community empowerment, and SMEs' challenges in growing their businesses. The findings suggest that English educational tourism can have a positive impact on local SMEs and rural communities, including increased revenue, community empowerment, cultural preservation, and poverty reduction. However, it is crucial to ensure that the benefits of EET are distributed fairly and that local communities are actively involved in the decision-making process to maximize positive impacts and mitigate potential negative impacts. Overall, the results suggest that English educational tourism can be a promising strategy for promoting the growth of local economy, but more research is needed to fully understand the conditions under which this impact is most effective. [The page range (304-318) shown on the .pdf is incorrect. The correct page range is 304-319.]

This study sought to identify relationships between the characteristics of students and their perceptions of the quality of tourism, hospitality and leisure courses provided by the Federal Institute of Santa Catarina (FISC) at the Florianopolis-Mainland campus by using the SERVQUAL scale. The study's methodological approach is classified as a quantitative, descriptive survey in which regression analysis was used to assess relationships between the respondents' characteristics (independent variables) and perceived quality (dependent variables). The resulting data indicated that the respondents' characteristics are more related to the perceived quality than to their expectation of it. Still, it was also observed that the perceived quality was statistically significantly related to age, including the variables 'do not know/do not want to take another course at FISC' and 'intend to start a business'. These results will allow the managers to design strategies for maximisation of the quality of services on the basis of knowing that students who 'do not know/do not want to take another course at FISC', 'choose the course in the field in which they already work' and 'choose the course intending to open a business' have expectations and perceptions of the courses.

The study aimed to analyze lexical items underpinned in the textbooks used in the current teaching of ESP and GE. Using content analysis, a systematic evaluation of texts to examine nuances to bridge the gap between quantitative and qualitative data. This was such of importance, however, difficult to study due to issues of interest like in the study, frequency of lexical items in ESP, and GE textbooks. Results found 13,713 lexical items in Hospitality Management, 17,561 in Criminology, 4576 in Tourism, 7167 in Marine Engineering, and 512 in Information Technology. Furthermore, the overall percentage of ESP lexical items fell in Tier 2 (with multiple-meaning while the least was in Tier 3, specifically on context-specific vocabulary. It is the core of vocabulary learning to ensure English language teaching. It is its goal to help learners better understand language, allowing them to understand others as they want to express themselves as well. This applies not only in speaking but also in writing and reading. Wilkins (1972, p. 111-112) stated that without grammar very little understanding can be acquired and without vocabulary there can be no learning at all. Thus, even without good grammar, so long as you equipped with useful words and expression, one can still manage to communicate. Lewis (1993) argued that "lexis is the heart of language" and that it develops a better fluency and expression in English. He also added the significance to the learners of acquiring a more productive vocabulary knowledge, also, their eagerness to develop their own personal vocabulary strategies. Thus, a proposed bridge model program was recommended to highlight the study findings using the lexicons found from the different respective courses.

Intersecting pressures within higher education ask geographers to be ever-more applied, global, community-engaged, field-based, and sustainable. Particularly within the liberal arts education systems, we navigate these pressures for both students seeking geography degrees and those completing their general education. While aspirational if often economically driven, these goals are in some ways contradictory. How can a course be both field and community based? How can a program deliver global "and" sustainable experiences? Where is the balance between applied practice and critical theory? Focusing beyond these high-level questions, while nevertheless engaging with them, we question the very possibility of drawing upon the legacy of community-based field research to offer a study away experience to students that not only teaches sustainable tourism, but practices it. Using autoethnographic fieldnotes and student surveys, we ask how field-based programs may show significant curricular application both within and beyond geography. We do so via a case study of our Amtrak Tourism: Trains, Cities, and Sustainability domestic faculty-led study away program which seeks to simultaneously practice and teach multiple forms of place-based sustainable-tourism. Our findings point towards the significance of slow tourism and dwelling as key components necessary in navigating both the pedagogical and touristic paradoxes programs such as our face.

Schools in southern Africa use tourism partnerships as a source for establishing philanthropic funding and philanthropic networks. In these partnerships, there is often an exchange of funds for use of the school for tourism purposes. Little is known about the influence of tourism on schools. Drawing on interviews with teachers and tourism personnel in one school that is also a tourism destination, this paper uses the concept of heterotopia to explore the spatial imagery associated with the image of Africa and how the norms of the tourism industry govern and reshape schooling. This paper contributes to our understanding of schools funded by tourism by critiquing how an image is reproduced for the tourist gaze and how schools funded by tourism become a mirror of the tourism industry.

Market research topics and methodologies are gaining presence in the most syllabus of university degrees. Today's students will probably become business managers of companies commercializing different products and services, such as hotels, restaurants, or cultural products and services. Because of this, they must learn how to apply quantitative and qualitative market research techniques to know about customer needs. Traditionally, quantitative methodologies have prevailed in both research and university curriculums. However, the popularization of Information and Communication Technologies has made qualitative research more necessary than ever. Most customers express their reviews and opinions on digital platforms such as Booking, Tripadvisor, or Trivago. And this is one of the most credible and influential sources of information for other potential customers. Because of this, future business managers must learn how to analyze the valuable information provided by customers through this platform. A practical exercise was proposed to a group of tourism students to identify substantial aspects and improvement areas in the management of tourism companies by using qualitative user-generated content analysis. This topic identification has critical managerial implications for improving the satisfaction level of tourism companies' customers.

The present study conducted a critical discourse analysis and a visual analysis on 12 beginner-level Spanish textbooks. The goal of the study was to examine the representation of Afro-Latinxs and the ideologies behind these representations. The frameworks that guided the study were Fairclough's framework for Critical Discourse Analysis (CDA) and Kress and Van Leeuwen's model for conducting a visual analysis. The results indicate that there is hardly any representation of Afro-Latinx in these textbooks. This finding is described as erasure. Interestingly, in the few instances in which Afro-Latinx are represented, we find instances of colorism, racial stereotypes, collectivization, and tourism discourse. In the light of these results, the study reechoes the importance of examining underlying ideologies in educational textbook materials.

Problems of resource support, rational use of the geosystem and optimization of relations between natural complexes create a need for future tourism specialists to acquire geoecological competence. A structural model of the formation of geoecological competence for students in tourism programs in higher educational institutions is presented. The need for geoecological competence was recognised from interviews with employers and the geoecological knowledge of students determined through surveys. The methodology and pedagogical technology of the academic discipline "Geoecology and tourism" have been developed. The effectiveness of the structural and functional model for the formation of geoecological competencies is presented. The professional competencies of the academic discipline "Geoecology and tourism" are gradually formed in three stages. Geoecological competence gradually improves knowledge and skills, thereby increasing the level of quality of training. The model of geoecological competence of tourism students makes it possible to see, feel and understand, as well as orient the sphere of values and worldview associated with geoecology.

This paper comparatively examines residents' attitudes toward the tourism economy across eight rural counties at varying tourism development stages within the Monongahela National Forest region, West Virginia. Nine hypotheses related to attitudes toward sustainable tourism, perceptions of regional collaboration, and perceived strengths, weaknesses, opportunities, and threats (SWOT) are proposed and evaluated with the Social Exchange Theory (SET), Tourism Area Life Cycle model (TALC), and Doxey's Irritation Index as the theoretical foundations. While the nine hypotheses are not consistently supported with mixed findings, it seems that residents from counties at higher levels of development stages are more likely to support tourism development because of its positive economic benefits to communities while disfavoring tourism development for its negative social impacts on communities; to value the importance and benefits of regional collaboration, and to score higher on their communities' strengths in tourism development. Research implications, limitations, and future research needs are discussed.

The popular climbing destination of Lander, Wyoming receives nearly 37,000 climbing visits every year, with 78% of those visits coming from persons living outside of this area. Climbing tourism expenditures result in an estimated $4.5 million in visitor spending each year. Climber demographics indicate these visitors are well-educated with 98% choosing to stay overnight on their visits. The average visit also lasts nearly a week. Climbing tourism expenditures support $1.7 million in wages for local workers, highlighting an opportunity to increase regional tourism and its economic impact amid a rural, transitional economy.

Between April and December 1915, Maria Montessori and her son, Mario Montessori, spent time in California. Historical accounts of this period have emphasized Montessori's participation in San Francisco's world's fair, the Panama-Pacific International Exposition (PPIE), and identified this event as the crux of her travels. The following text and accompanying images provide an account of the Montessoris' travels from Italy to California, where they visited Los Angeles, Oakland, Pasadena, San Diego, and San Francisco. This travelogue attempts to highlight some less-documented aspects of their travels to Southern California (i.e., San Diego and the Los Angeles area) in 1915, and show that some of the areas, buildings, and establishments they visited are still in existence today.

Purpose: Existing literature shows conflicting views regarding street vendors in a place. They are considered both positive and negative. Their existence has rarely been examined from a combination of place-making and power theories. This research aimed (a) to identify the actors who transform Borobudur Food and Craft Market and the sources of power and actions carried out by these actors and (b) to find out the views of other actors about street vendors. Design/methodology/approach: The design used in this study was an instrumental case study. The data were collected using semi-structured interviews and photo documentation. The sampling technique used was purposive sampling with several participants of as many as 12 persons consisting of 4 street vendors, 4 employees of the state-owned enterprise in charge of the Borobudur tourist site and 4 tourists. The data were analyzed through two-phased coding. To improve the credibility, participant validation was conducted. Findings: This study made new findings. First, in a place, there are formal and informal place-making actors who transform the place with the sources of power they have and the acts of power they carry out. Both formal and informal actors can perform coercive and noncoercive acts of power. This shows the existence of contested power in a setting. Second, street vendors are viewed positively as well as negatively. Comprehensive policies need to be implemented by key actors to minimize the negative sides of the existence of street vendors and optimize the benefits from them. Research limitations/implications: Data collection was carried out when the Indonesian government implemented restrictions on public activities during the pandemic. At that time, tourism activities were very limited. In the future, researchers can use other techniques such as the self-report visual method because not all street vendors are fluent in expressing their opinions in interviews. Practical implications: Both central and regional governments and local stakeholders can synergistically carry out a dialogue, seeking common ground to accommodate each other's interests. The next steps are to consistently apply the policies resulting from the dialogue and ensure that each actor plays a role according to their respective portion and authority. Originality/value: Previous studies typically explain power as the possession of resources and relational attributes. This study has taken a different point of view, namely about acts of power contested in a certain place. Actors who have power are not always those who have formal legitimacy. Informal parties are considered powerless despite having power.

This paper aims to examine the role of management programmes in students' development of management competences. Data were drawn from supervisors' assessments of the actual achievement of these competences among students on the IQS Undergraduate Programme in Tourism and Hospitality Management. The results over a sample of 121 students show that students develop management competences excellently. Furthermore, mean comparison analyses carried out to explore possible differences in students' achievement of management competences show that students' gender and internship subsector are in some cases significant. These findings indicate that the degree programme's academic curriculum fulfills its core objective of adequately preparing future leaders for management roles in the sector.

Educational visits to historical sites related to the Holocaust face significant constraints: Groups have limited time to see the site; guides are meeting students for the first time; they do not know them or what preparation (if any) students have had. Teachers and students expect guides to share their expertise, show them the most important parts of the site, and relate the historical narrative. Guides, similarly, often feel a tremendous responsibility to share their knowledge and impart meaning, perhaps even more so in the case of the Holocaust. All of these factors can lead to highly guide-centered tours and very passive participants. We, the authors, argue that this approach disempowers the learner and may miss opportunities for deeper engagement. Therefore, we propose a more participant-centered approach based on social constructivist pedagogy that encourages deep conversations about ethical issues and in which students are more actively involved in their own meaning-making.

While Web GIS has been supposed as a useful tool in improving the spatial thinking abilities of students, most existing empirical studies were seldom undertaken in an educational programme providing rather limited geo-technological training to students. This study focuses on tutorial sessions of a tourism geography course in a Singaporean university, in which students usually engaged with very few GIS and other geospatial technologies. Combining a standardised assessment, that is Spatial Thinking Abilities Test, and semi-structured interviews, the study suggests that the implementation of Web GIS, collaborating with students' major background and pre-existing GIS experience, efficiently enhanced their performance in spatial thinking abilities test; moreover, the exposure to GIS practices during tutorial sessions also stimulated students' interest in using GIS and enhanced self-efficacy, which further equipped students with stronger motivation to continue learning geography. The paper contributes to existing debates around (Web) GIS as a pedagogical tool through incorporating qualitative interview materials into the discussion.

The low reputation of vocational education in Spain requires schools to reconsider this type of education by taking advantage of its key resources and developing dynamic capabilities. Using structural equation modelling, this study analyses the impact of technological resources on two categories of dynamic capabilities: sensing capability and innovativeness, as well as the effect of these two capabilities on reputation, in a representative sample of vocational schools in tourism in Spain, with the key informants being the staff responsible for the degree (i.e., director, vice-director, head of studies, etc.). The results show that the use of technological resources provides vocational schools with the necessary capabilities to explore trends in social demands and the job market and reduce the gap between academy and industry. The findings also reveal that innovativeness has a direct influence on the schools' reputation. However, the opportunities for improvement detected through the sensing capability do not directly influence reputation; instead, they require a subsequent action, innovativeness, that favours their effective implementation.