Integrating Sustainability into Education: At Egyptian Tourism and Hotel Faculties

Abstract

The aim of this paper is to: a) provide an overview of Education for sustainability (EfS), b) discuss the importance of implementing sustainability into education at the Egyptian tourism and hotel management faculties, c) explain the necessary changes within the curricula and teaching strategies and d) provide a framework for understanding Education for sustainability (EfS) in Tourism. The paper is built on the following hypotheses: a) Integrating sustainability into the curricula of tourism and hotel management faculties plays a major role in developing the Egyptian education system. b) Applying education for sustainability in tourism and hotels faculties will lead to socially and environmentally responsible generations The research relied on, semi structured interviews with staff of different faculties of tourism and hotel management and a questionnaire form distributed to graduates who had completed tourism studies, tourism guidance and hotel management programs (November/ 2018: January/ 2019). Relevant recommendations are made.Introduction Education for sustainable development (ESD) is recognized worldwide as a powerful tool of change, enabling learners to take the actions and decisions needed to build a fair and economically viable society respectful for both the cultural and environmental diversity. In response, Education for sustainability is placed at the center of the 2030 UNISCO agenda and its 17 Sustainable Development Goals (SDGs) (UNESCO, 2015) The increasing importance of sustainability worldwide reveals the need for more corporate responsibility regarding sustainability within the tourism and hospitality industry as it continues to grow. Since students will become the leaders of the future, it becomes progressively significant to prepare them to cope with challenges that the industry faces in the 21 st. Therefore, integrating sustainability into the hospitality and tourism curriculum considered a commendable topic of discussion (Boley 2011;Barber et al., 2011). Despite the close relationship between sustainability and tourism, there has been limited attention to education for sustainability in tourism. This paper aims to highlight the importance of education for sustainability and to investigate to what extent the faculties of tourism and hotel management in Egypt integrate sustainability into their curriculums. Review of Literature According to (Schneider et al., 2018) education for sustainability means "an education that enables people to think and act for the future". The objectives of education for sustainability can be detailed as (OECD, 2018): forming clear and purposeful goals, working with persons with different perspectives, finding untapped opportunities, identifying multiple solutions for problems, preparing young people for the world of work, and finally enabling students to become active, responsible and engaged citizens. Education for sustainability has three general principles, which are: EfS goes beyond the classroom; EfS involves changing in the entire system and/or the whole institution; and EfS must respect sustainability principles (Moscardo and Benckendorff, 2015) It is necessary to distinguish between education (for) sustainability (EfS) and education (about) sustainability as both terms are always confused. For instance, while education about sustainability focuses on knowledge of crucial issues such as climate change, the Education for sustainability includes such knowledge but also integrates a larger set of skills necessary to respond to these issues (McKeown, 2002) Education for Sustainable Tourism Development Education for sustainable tourism development is not only a matter of gaining values, theories, and knowledge related to sustainable tourism but it also about the commitment of the lecturers towards sustainability, about using teaching methods that not only provide knowledge but also allow social learning for a sustainable tourism future. Existing courses and learning environments provided by most universities should apply this transformative method toward education. Education for sustainable development is strongly associated with dynamic and participatory learning activities, as it encourages learners to ask critical thoughtful questions, clarify values, visualize more positive futures and think systemically (Lund-Durlacher, 2015). Previous studies suggested many strategies for integrating sustainability into curriculums. Among the tools that have been successfully used in sustainable tourism education are group discussions, problem-based enquiry, debates ,case studies, role play, experiential learning, projects with stakeholders and local communities, field trips, simulations, collaborative learning(Blewitt, 2004, 2013; Lake, 2012; Dawson, 2013).In addition, the internet, , social networks and interactive technologies are very significant tools for engaging students in learning about and for sustainable tourism(Liburdet al., 2011). Reorienting Curriculum to Address Sustainability There are two types of education: a) Transmissive education: the traditional one that only provides students with knowledge and considers a one-way method of learning and b) Transformative education: which is student-driven, interactive ,encouraging critical thinking skills, training students to be able to address complicated challenges. Sustainable curriculum should be transformative rather than transmissive in order to provide the students with necessary skills and knowledge needed to make decisions based on their full economic, social, cultural and environmental implications (Sterling, 2013). Sustainable curriculum is based on seven principles: transformation and change (not just knowledge), education for all and lifelong learning, systems of thinking (highlighting connections between environmental, economic, social and political systems), envisioning a better future (problem solving), critical thinking and reflection, participation (engaging groups and individuals) and partnerships for change (Scott,2009)