Journal of Teaching in Travel & Tourism· 2026Q2
Phygital tourism in travel and tourism education: a backward-designed framework for sustainable entrepreneurship learning
- 0citations
- Q2SCImago
- 2026year
Short summary
A new backward-designed framework integrates physical and digital tourism experiences to foster sustainable entrepreneurship learning in undergraduate education.
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Key points
- Introduces the Sustainable Phygital Tourism Learning Framework for undergraduate tourism education.
- Integrates physical and digital tourism encounters with entrepreneurship and sustainability learning.
- Framework comprises a three-space encounter diagnostic, five merger mechanisms, and four developmental stages.
- Competency expectations and assessment criteria are informed by EntreComp, GreenComp, and SDGs.
- Includes a classroom implementation proposal and rubric for assessing diagnosis, inclusion, feasibility, experimentation, ethical judgment, and reflection.
AI-generated from the title and abstract; the full text is not read.
Abstract
Tourism encounters integrate physical settings, digital interfaces, and embodied participation, challenging curricula to connect technological change with responsible value creation. This conceptual article develops a framework for sustainable entrepreneurship learning in undergraduate travel and tourism education. An integrative synthesis links theoretically relevant scholarship on phygital tourism, constructive alignment, backward design, design thinking, entrepreneurship education, sustainability competence, and digital inequality. The Sustainable Phygital Tourism Learning Framework combines a three-space encounter diagnostic, five provisional merger mechanisms, and four developmental stages: sense and map; discover and design; prototype and iterate; and scale, partner, and govern. EntreComp, GreenComp, and selected Sustainable Development Goals inform competency expectations and assessment criteria. A bounded classroom implementation proposal and weighted rubric illustrate assessment of diagnosis, inclusion, feasibility, experimentation, ethical judgment, and reflection. The contribution is a curriculum design proposal, not evidence of intervention effectiveness. Future research should evaluate assessment reliability, learning outcomes, resource requirements, and transferability.
The authors' abstract, as published at the source. Journal of Teaching in Travel & Tourism, 2026 · DOI ↗
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