A sustainable tourism pedagogy quadrant for transformative education: A student perspective

Abstract

Global frameworks like the UN Decade of Education for Sustainable Development have advocated education for sustainable development or integrating fundamental sustainability themes in all teaching and learning, for decades. Higher education institutions may improve sustainable development by helping students recognise and comprehend sustainability issues' complexity. However, several authors cited the lack of sustenance within sustainability curricula and pedagogies in higher education, that negates the need for individual students to think, transform, and make sound judgments. This study sought to address the gap in preparing pupils to be socially responsible citizens. Descriptive research was used to determine the perceptions of tourism students on how Sustainable Tourism Pedagogy (STP) utilized and gain insights on the study. The study concluded that variety of teaching methods helps students undertake different learning processes, to grow as learners, and enhancing their skills and capacities to learn while addressing issues. The study proposed a new model framework for pedagogical learning strategies that may be used in sustainable tourism education as "Sustainable Tourism Pedagogical Quadrant"(STPQ). This study is limited because the sample size only represent one institution. Future researchers may replicate the study using the proposed STPQ to assess how sustainable tourism pedagogy utilized by the institution.