The future of work in tourism and hospitality (T&H) is being rapidly shaped by emerging technologies. These forces necessitate higher education to integrate new competencies and innovative instructional methods aligned with evolving labor market needs. However, comprehensive research on current T&H pedagogies and outcomes is lacking. This study reviews literature on knowledge, skills, and teaching methods, and explores research directions on educational content and pedagogies to prepare T&H students for the future of work. Forty-seven empirical articles were analyzed based on underlying learning theories. The results indicate that T&H educators have used experiential learning, problem-/project-based learning, authentic learning, and social constructivism in their teaching practice. However, assessments emphasized student reactions rather than objective learning gains, indicating a need for more rigorous and diverse evaluation paradigms. Leadership, critical thinking, communication, and creative problem-solving emerged as top-tier competencies. 

Exploring Instructional Strategies in Tourism and Hospitality Education: A Comprehensive Review of Literature

Developing a creative leisure planning module and examining its effects on tourism students’ performance

ABSTRACT During the past two years, faculty pivoted their face-to-face courses to an online platform in haste due to the pandemic, while others were fine-tuning their online offerings having already made the transition. Although each one was integrating curriculum either for the short term or in continuation for the foreseeable future, one teaching principle, Service-Learning (S-L), seems to have never been widely adapted to the online platform. According to the article, E-Service-Learning: The Evolution of Service-Learning to Engage a Growing Online Student Population, many institutions share concern that Service-Learning (S-L) is too challenging to adapt online; however, the authors acknowledge that since it produces greater benefits for all involved including students, faculty and community partners by increasing engagement and connecting to real-world applications, it should be incorporated. This paper will explore why Service-Learning (S-L) should be adapted to the online platform to expand student’s civic involvement as well as to better comprehend course content. It will also share examples of in-person service learning with suggested methods to transition particular projects to the online format.

Enhancing online courses with civic engagement through service learning

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Enhancing online courses with civic engagement through service learning