Journal of Hospitality Leisure Sport & Tourism Education最新文献

Universities should contribute to the Sustainable Development Goals (SDGs) of the 2030 Agenda and promoting sustainable entrepreneurial intentions among students can help achieve this aim. Sport science students have strong entrepreneurial skills, making the sports sector a potential avenue for SDG contributions. However, there is a lack of research on the impact of sport in natural environments on sustainable entrepreneurial intentions. This study aims to address this gap by analyzing the relationship between physical-sports practice in nature and sustainable entrepreneurship among sport science students. The study comprised 555 sport science students, averaging 21.67 (SD = 3.88) years old. Results revealed that students who engaged in sports in natural environments scored significantly higher (p < .05) in all sustainable entrepreneurship variables. Additionally, the study found that physical-sports practice in nature played a mediating role between sustainability attitudes and sustainable entrepreneurial intentions among these students. This demonstrates the potential transfer of sustainable values and attitudes through nature-based sports. By leveraging the positive influence of physical-sports practice in natural environments, universities can foster the development of sustainable entrepreneurial mindsets among students. Therefore, the role of natural environments in higher education should be considered to favor a more sustainable management mentality in future graduates.

When preparing recreation, park, and tourism management majors for a post pandemic world, it is imperative that courses promote students' investigative skills that foster critical thinking about built communities. Various teaching approaches can shape students' knowledge of community characteristics, especially as they learn about leisure and human behavioral trends at the community level. Instructors asked students to use Photovoice to connect the visible and invisible characteristics prevalent among diverse communities. Embedding Photovoice in the classroom allows students to view diverse communities in a different light and provides emerging professionals an opportunity to integrate individual and group perspectives in their classwork as well as their own lived experiences. In addition to uncovering societal injustices, students develop research skills and engage in critical group thinking skills. Students gathered additional perspectives in social justice-based art by partnering with the Mural Arts of Philadelphia, the largest public art program in the country, to highlight how art can display the emotional underpinnings experienced by community members affected by structural barriers. Photovoice allows students to use storytelling to communicate social justice issues in communities and provide instructors with a means to meet students on their individual levels. Storytelling can be seen as more powerful than numbers. Limitations exist when students are unable to share the context of their photos; although photos are data points, they are not to be interpreted without the students' context. Students' interpretations of their community provided insight to real-life issues they experience and allowed instructors to refer to actual community issues to describe classroom concepts when applicable.

The rapid development of artificial intelligence deeply affects social and business life, and one of the areas where this will upset the balance will undoubtedly be the education system. The primary purpose of this study is to determine the relationship between ChatGPT as an artificial intelligence technology and learning outcomes in tourism education. Secondly, the role of digital literacy and individualized learning on learning outcomes was also examined. The data were collected from the students of the tourism faculty, first using ChatGPT experimentally and then through online surveys. The results indicated that ChatGPT affected learning outcomes, that digital literacy had a mediating role, and that individualized learning had a moderating role in this relationship.

The emergence of new technology and the repercussions of the COVID-19 pandemic have compelled educators to reconsider traditional approaches to in-person teaching and have motivated a transition toward online learning. This shift underscores the pressing need to cultivate students' digital literacy to bolster their competitiveness in their future careers. This research examined 646 students using structural equation modeling (SEM) to explore the correlation between students' digital capabilities and the sustainability of their behaviors and intentions in diverse tourism and hospitality domains. The findings revealed that proficient technology utilization, such as high-quality websites and effective information sharing, directly and indirectly influences sustainable perceptions, including aspects such as destination appeal and psychological impact. Moreover, the study confirmed the moderating influences of data literacy and marketing strategy. The concluding section thoroughly explores the theoretical and educational implications and engages in extensive discourse on this matter.

This study examines the contribution of vocational education (VE) inputs of career-related interest and self-attributes of attitude, skills, and knowledge (ASK) to career-related decision outputs using the lens of Social Cognitive Career Theory (SCCT). Data from 407 tourism students were analysed by structural equation modelling. Positive attitude is related significantly to resilience. Self-efficacy of relevant skills is related significantly to lifelong career choice. Students’ interest in tourism is the strongest predictor of lifelong career choice amidst the unfavourite industry environment of Covid-19. Vocational education institutions should differentiate provisions of specific educational inputs for specific outputs to fulfil societal demands.

This study investigates how the compulsive use of e-learning influences students' academic performance via technology fatigue and technostress in hospitality and tourism schools. The data collected from 329 respondents were subjected to PLS-SEM for data analysis. The findings of the study indicate that compulsive use of e-learning develops technology fatigue and technostress, leading to negative academic performance of hospitality and tourism students. This study is exceptional as it provides symmetrical associations to understand better how the increasingly compulsive use of e-learning may result in negative academic performance in hospitality and tourism students by focusing on issues such as technostress and technology fatigue. This study's findings provide vital reference to manage e-learning and technology usage in hospitality and tourism schools.

This study provides a bibliometric analysis of research findings on Historical Tourism in Education from 2003 to 2022. The analysis focuses on research results indexed by Scopus over the past twenty years. The investigation was conducted systematically by categorizing the data according to topics or themes, identifying the authors with the highest productivity, determining the countries which provided the most significant contributions, identifying the publications that had the highest involvement, and selecting the most relevant articles for the research study. The analysis of Historical Tourism using the term “Historical Tourism” reveals a significant increase in the study of Historical Tourism in Education over the past two decades. This research has been widely published in many academic publications. The Journal of the Royal Society of Western Australia has a total of 208 citations. The United States provides the greatest contribution with 47 articles. In general, the findings of this study analysis indicate that there are still opportunities for additional research pertaining to historical tourism in education, particularly in the field of History Education.

The integration of experiential learning in sport management classrooms has seen increased attention due to the need for practical experience in the sport industry (Barnes, 2014; DeLuca & Fornatora, 2020). Experiential learning in collegiate classrooms provides students with the opportunity to bridge the gap between theory-based knowledge and real-life experiences (DeLuca & Fornatora, 2020). Furthermore, this pedagogy has the potential to enhance students' resumes and boost job satisfaction in sport industry positions (Brown et al., 2018; Foster & Pierce, 2021; Wanless et al., 2016). Sponsorship activation has become a legitimate element of the marketing mix and encompasses a large portion of marketing budgets for companies (O'reilly & horning, 2013). With that being said, sport marketing graduate students at a Southwestern University engaged in a sponsorship activation project for one of the school's major athletic sponsors as part of their sport marketing class. The experiential learning opportunity provided students with real-world examples of sport marketing while providing them with a sponsorship activation experience. The project received positive feedback from students including their appreciation for the practical experience.

This perspective article discusses the importance of pedagogy in operationalizing Sustainable Development Goals (SDGs). The tourism industry is ever-growing with sustainability concerns. It also consumes a large-scale workforce to sustain this industry. “Can a pedagogy influence the process of workforce development and conditioning their mindset to be sustainability-focused to implement interconnected SDGs?” is a meaningful question to pose at this juncture. The SDGs are very relatable concepts throughout various hospitality and tourism curriculums. Thus, enforcing the idea of SDGs through structured or unstructured fashion in the curriculum can help generate knowledge, which eventually translates to operationalizing the ideas, leading to positive outcomes. As sustainability themes become more relevant and an absolute necessity in the tourism industry, changing the mindset during the process of workforce development could accelerate the operationalization of SDGs.