Towards a transformative higher education curriculum model in smart tourism within the Fourth Industrial Revolution for accommodation establishments in KwaZulu-Natal
A Transformative Curriculum Model for incorporating the Fourth Industrial Revolution into Smart Tourism education is developed, which advocates for the integration of digital competencies throughout core, major, and elective modules, enhanced by experiential learning, industry collaborations, and internationalization.
Abstract
The swift progression of Fourth Industrial Revolution (4IR) technologies has revolutionized operations within the Tourism sector, generating an urgent requirement for higher education institutions (HEIs) to integrate digital competencies into Tourism curricula. Guided by the Technology Acceptance Model (TAM) and the Innovative Technologies Framework for Hospitality and Tourism Curriculum Development, this study sought to develop a Transformative Higher Education Curriculum Model for the integration of 4IR into Smart Tourism education in KwaZulu-Natal (KZN). Five research objectives guided the study, emphasizing Smart Tourism adoption in accommodation establishments, the essential 4IR skills for employability, curriculum alignment within higher education institutions, and industry perceptions of Tourism graduates' technological preparedness. A mixed-methods explanatory sequential design was utilized. In Phase 1, quantitative data were gathered via a structured survey distributed to staff within accommodation establishments in KZN. In Phase 2, qualitative data were collected via semi-structured interviews with accommodation managers and through a document analysis of Tourism curriculum programs provided by universities in KZN. Survey data were analyzed employing both descriptive and inferential statistical methods, whereas interview transcripts and university handbooks were examined through thematic and content analysis. Triangulation improved the validity and comprehensiveness of the findings. The findings indicate that, although Smart Tourism and Fourth Industrial Revolution technologies such as artificial intelligence, the Internet of Things, and digital marketing tools are progressively adopted within the accommodation sector, tourism graduates exhibit notable skills deficiencies, especially in computer literacy, industry-specific software, and digital competencies. Curriculum analysis further emphasizes a discrepancy between current higher education institution offerings and industry requirements, highlighting a pressing need for curriculum reform. The primary contribution of this study is the development of a Transformative Curriculum Model for incorporating the Fourth Industrial Revolution into Smart Tourism education, which advocates for the integration of digital competencies throughout core, major, and elective modules, enhanced by experiential learning, industry collaborations, and internationalization. Furthermore, a prototype mobile application was created to evaluate employees' technological preparedness within accommodation establishments, providing practical benefits to the industry. Overall, the study offers a strategic framework for higher education institutions to cultivate digitally adaptive graduates prepared for a Fourth Industrial Revolution-driven tourism economy.
This study examines the integration of ocean literacy and digital technology in vocational tourism education in Indonesia. Using a descriptive quantitative approach, the research explored students’ familiarity with digital learning tools and their understanding of marine concepts. While many students indicated the use of mobile applications and online platforms for learning, their exposure to ocean environments was limited, particularly for those living in inland areas. This creates challenges for marine education because direct experience is often essential for building conceptual understanding. However, technology-based learning may serve as an alternative because it enables virtual exposure to coastal systems. The Technology Acceptance Model was applied to examine how students respond to educational technologies. Findings are discussed in relation to the Sustainable Development Goals, particularly in areas concerning education, environment, and tourism. Vocational tourism education is considered in this context because it connects career preparation with sustainable practices, including the need to link tourism activities with marine awareness through accessible and adaptable learning methods.
M. Muktiarni, I. Widiaty, L. Widaningsih et al.· Indonesian Journal of Scienc...· 1 citation
Purpose: To evaluate the current state of tourism education in Indian government universities by assessing the adequacy of departmental infrastructure and analyzing the perceptions of tourism academicians.
Design/Methodology/Approach: An exploratory quantitative approach was employed, surveying 129 tourism academicians across Indian public universities. Primary data concerning institutional affiliation, teaching experience, course nature, and 11 key infrastructural parameters were collected via a structured questionnaire and analyzed using descriptive statistics.
Findings: The results reveal that while foundational infrastructure (e.g., computer labs and departmental libraries) is reasonably established (over 71%), there is a critical deficit in specialized digital infrastructure. Notably, access to tourism software (34.12%) and dedicated student support cells (15.5%) remains inadequate. Additionally, most programs offer generalized curricula, and the majority of faculty possess less than five years of teaching experience.
Practical Implications: To bridge the gap between academic output and industry demands, higher education institutions must urgently upgrade their digital capabilities, integrate specialized tourism software training into the curriculum, and foster targeted student support mechanisms.
Originality/Value: This study provides a foundational empirical assessment of infrastructural bottlenecks in Indian public tourism education, offering actionable insights for educational administrators and policymakers to enhance the global competitiveness of India's tourism workforce.
S. Kumar, Akha Mao, Pankaj Sharma et al.· Advanced International Journ...· 0 citations
The hospitality and tourism industry is undergoing rapid transformation, requiring a workforce equipped with digital, sustainable, and competency-based skills. Competency-based vocational education and training (CBT-VET) has become central to preparing graduates for evolving industry demands, yet challenges persist in aligning training with technological innovation and sustainability imperatives. This study presents a systematic literature review (SLR) of 27 peer-reviewed articles published between 2022 and 2024, retrieved from Scopus and Web of Science. The review adheres to the PRISMA protocol to ensure transparency in the identification, screening, and synthesis of relevant studies. The findings are classified into four thematic domains: workforce competency development, digital transformation in training, policy frameworks in vocational education, and sustainability integration. The analysis reveals that while CBT-VET significantly enhances employability and job readiness, the integration of digital tools, such as artificial intelligence, virtual reality, and blockchain, remains uneven. Moreover, sustainability-oriented education is still emerging, and policy inconsistencies across regions limit the standardization of training models. Industry-academic collaboration is also fragmented, affecting the delivery of relevant and adaptable skill sets. This review presents a structured synthesis of recent CBT-VET developments in hospitality and tourism, with a focus on the intersection of digital and sustainability competencies. It offers practical implications for educators, policymakers, and industry leaders to modernize training curricula and institutional strategies. Future research should focus on empirical validation and comparative case studies to assess the real-world impact of digitally enabled, sustainable, and competency-based training approaches.
Joesri Mohamad Saber, Kardina Kamaruddin, Razlan Adli Zain et al.· International journal of res...· 0 citations
This study presents a detailed examination of the current status of secondary vocational education in Hainan, China, particularly concerning how well it meets the demands of industry and prepares students for the modern workforce. Some of the areas of vocational education that the study discusses are its structure, curriculum, resource allocation, policy infrastructures, and effectiveness of industry-academy linkages. Data were collected from 203 secondary vocational teachers in Hainan (Hainan Provincial Tourism School and Haikou Vocational Tourism School) using a descriptive research design based on a survey. In an attempt to offer a more in-depth understanding of the existing landscape of vocational education in conjunction with industry requirements, the survey was grounded on theoretical frameworks such as Human Capital Theory as proposed by Becker, Triple Helix Model (Etzkowitz), Skills Gap Theory (Sawchuk) and Situated Learning Theory (Lave and Wenger). The findings provide a diverse demographic profile of educators, highly favorable perceptions of the state of the current vocational education system, and perceptions that graduates are well-trained for the labor market, with the technical and soft skills, readiness for, and adaptability needed by the industry. But the study also notes small gaps between the skills being taught and the skills today’s employers want. While there is great potential for improving collaboration between industry and academia, there are crippling barriers that prevent effective collaboration. Several measures are recommended such as curriculum development, improving internship opportunities, and joint projects among industry and academia. The results underscore the need for continued efforts to address skills gaps and build closer connections between Hainan's vocational schools and the industries they serve.
Ma Quian, S. Ambag· Diversitas Journal· 0 citations
This study examines vocational tourism education at the secondary level in Türkiye by assessing trainee students’ core competencies from the perspectives of hotel department managers. Drawing on Bandura’s Social Learning Theory and organizational size theory, it investigates how organizational scale and trainee density influence student performance during work-integrated learning. Data were collected through a census of 190 department managers in hotels operating under an official ministerial protocol and analyzed using Confirmatory Factor Analysis (CFA) and Analysis of Variance (ANOVA). Findings indicate that students demonstrate significantly higher proficiency, cooperation, workplace harmony, and responsibility in smaller hotels (40 or fewer employees) and in settings with lower trainee density. However, notable weaknesses emerge in foreign-language proficiency and autonomous problem-solving. The study concludes that optimizing trainee density and learning environments, alongside curriculum redesign and stronger school–industry collaboration, can enhance the effectiveness of vocational tourism education.
Kurtuluş Tuncer, Burhan Sevim, Serkan Çalışkan· International Journal of Soc...· 0 citations
As rural tourism transitions towards the experience economy and digital transformation, its demands for the competencies of technical and skilled talents have become increasingly composite and dynamic. Vocational undergraduate education possesses unique empowerment potential in terms of talent specification alignment, accumulation of technical skills, and integration of industry and education. This study analyzes the mapping relationship between talent specifications and the job competency spectrum, the value-added transmission mechanism of technical skill accumulation along the service value chain, and the closed-loop transformation from educational elements to production factors. It then proposes three core pathways: modular curriculum reorganization based on the job task map; embedded collaboration between immersive practical training and operational processes; and two-way knowledge flow within dual-qualified teaching teams. Furthermore, it constructs an agile iterative framework oriented by dynamic capabilities, a technical support system for digital transformation in education, and cross-regional alliance resource sharing and differentiated synergy strategies, thereby forming a systematic theoretical framework and operational guidelines.
Chenhe Zhao· Journal of Modern Educationa...· 0 citations
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