Abstract
The World Tourism Organization indicates that 2022 has been the year to rethink tourism. Countries around the world turned UNWTO's vision of a greener, smarter, and more inclusive sector into real action. The objective of this research is to identify the characteristics of the training of tourism professionals through hybrid learning derived from the health contingency caused by COVID-19 and the relationship between goal 4.c of SDG 4, with the purpose of propose a scheme of tools used by teachers for the development of tourism professional competencies. To investigate the teaching practices developed in the pandemic context, an information matrix was used, which was designed based on learning management platforms (LMS), videoconference and online communication, online educational content, online collaboration tools, online evaluation and feedback, and interactive and multimedia resources. Likewise, a scheme of the competences that a professional in the tourism sector should acquire and develop in higher education institutions is proposed.
TopIntroduction
The training of professionals in tourism through hybrid learning during the health contingency caused by COVID-19, represented an unprecedented challenge for higher education institutions, especially for the achievement of Sustainable Development Goal 4 Quality education, which is oriented towards guaranteeing an inclusive, equitable and quality education and promoting lifelong learning opportunities for all.
In March 2020, the World Health Organization (WHO) declared the COVID-19 pandemic, the immediate reaction of governments worldwide to prevent the spread of the SARS-CoV-2 virus; was the implementation of mobility restriction provisions such as quarantine periods, physical distancing, as well as social isolation. One of the most significant results derived from the measures of the health contingency was the integration of educational formats in digital environments for the development of the teaching-learning process as the most viable option to continue the training of students of all academic levels in the world. Teaching practices were modified and adapted to virtual contexts through various digital tools that enabled the continuity of academic activities in many countries. And that resulted in hybrid educational forms in the post-pandemic stage.
Regarding the data published by the World Tourism Organization (UNWTO, 2022a, paras. 1 and 2) they mention the significant role that tourism plays in the recovery of national economies and world trade on the situation and prospects of the world economy (known as the World Economic Situation and Prospects, WESP report). It also describes that after a global contraction of 3.4% in 2020 and a rebound of 5.5% in 2021, the world economy is expected to grow 4% in 2022 and then 3.5% in 2023. Due to the importance as a main category export (before the pandemic, the economic activity of tourism was the third in the world, after fuels and chemical products), and recognizing its role as a source of employment and economic development, the recovery of the tourism sector is expected to boost growth. growth in all regions of the world.
Likewise, the Secretary General of the UNWTO, Zurab Pololikashvili mentioned “that at the beginning of 2023 tourism revealed its extraordinary capacity for recovery. Many parts of the world are close to or even above pre-pandemic levels of arrivals. However, challenges such as geopolitical insecurity, staff shortages and the possible impact of the cost-of-living crisis on tourism continue and we must ensure that the return of tourism fulfills its responsibilities as a solution to the emergency. climate change and as a driver of inclusive development” (UNWTO, 2023a, parr. 7).
Based on the importance of tourism activity, this work is focused on identifying the characteristics of tourism professional training through hybrid learning in relation to goal 4.c of SDG 4, to propose a scheme of competencies that a professional in the tourism sector should acquire and develop in higher education institutions. Therefore, the thematic axes are referred to below to circumscribe the inquiry.
Key Terms in this Chapter
Hybrid Learning: Combination between face-to-face and online learning where the combination between classroom and online instruction may vary based on consideration of differences in course content and students' comfort level with online learning.
Didactic Materials: Also known as auxiliary or media, is any resource used to support and/or facilitate the teaching-learning process, used by the teacher or student.
Tourism: A social, cultural, and economic phenomenon which entails the movement of people to countries or places outside their usual environment for personal or business/professional purposes. These people are called visitors (which may be either tourists or excursionists; residents or non-residents) and tourism has to do with their activities, some of which involve tourism expenditure.
Information and Communication Technologies (ICTs): IT tools or technological resources that facilitate the communication, emission, access, and treatment of information.
Sustainable Development Goals (SDGs): Also known as the Global Goals, were adopted by the United Nations in 2015 as a universal call to action to end poverty, protect the planet, and ensure that by 2030 all people enjoy peace and prosperity.