Journal of Hospitality Leisure Sport & Tourism Education最新文献

{"title":"How do ecological literacy, green mindfulness, and social contingency thinking shape sustainable tourism behaviors of Thai Gen Z hospitality students?","authors":"Bussalin Khuadthong ,&nbsp;Rachanon Taweephol ,&nbsp;Pornpisanu Promsivapallop ,&nbsp;Narinthon Imjai ,&nbsp;Somnuk Aujirapongpan","doi":"10.1016/j.jhlste.2025.100584","DOIUrl":"10.1016/j.jhlste.2025.100584","url":null,"abstract":"<div><div>The Thai tourism sector urgently needs evidence-based pathways to sustainability but lacks a clear understanding of how tourism students transform “environmental knowledge” into “actionable behaviors.” This study examines the relationships among ecological literacy, green mindfulness, social contingency thinking, and sustainable tourism behaviors among Thai Generation Z students in tourism and hospitality programs. Grounded in Social Learning Theory (SLT) and aligned with Sustainable Development Goals (SDGs) and Environmental, Social, and Governance (ESG) frameworks, quantitative cross-sectional data were collected from 401 respondents (aged 18–24) and analyzed using descriptive statistics and Partial Least Squares Structural Equation Modeling (PLS-SEM). Results show that ecological literacy significantly predicts green mindfulness and social contingency thinking, with green mindfulness also reinforcing social contingency thinking. Both green mindfulness and social contingency thinking drive sustainable tourism behaviors, while the direct path from ecological literacy is nonsignificant. These findings suggest that cognitive knowledge must be “translated” through mindfulness and contextual mechanisms to produce sustainable actions, with green mindfulness emerging as the most influential mediator. Theoretically, this study advances an integrated “SLT + framework” that combines cognitive, affective, and contextual pathways to better explain youth sustainable behaviors in emerging economies. Practically, it emphasizes embedding Education for Sustainable Development (ESD) initiatives in curricula, fostering service-learning collaborations with local communities, and designing green-by-default tourism experiences supported by performance indicators aligned with SDGs 4, 8, 12, 13, and 17. Collectively, these insights offer evidence-based strategies to accelerate the pathway from “Knowledge → Awareness → Contextual Thinking → Action,” fostering a more responsible and sustainable tourism future.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"37 ","pages":"Article 100584"},"PeriodicalIF":4.1,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145570914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the potential of arts-based learning and assessment in tourism education","authors":"Stu Hayes ,&nbsp;Georgia Holmes ,&nbsp;Katlin Snyders","doi":"10.1016/j.jhlste.2025.100574","DOIUrl":"10.1016/j.jhlste.2025.100574","url":null,"abstract":"<div><div>This reflective practice paper explores the potential of arts-based learning and assessment in tourism education, drawing on experiences from an undergraduate ecotourism course. Two student case studies illustrate how creative expression can support deeper engagement with complex and value-laden topics. The findings highlight how arts-based assessment fosters emotional connection, critical reflection, and a sense of agency among learners. Both the process and product of creative work offered students alternative ways to synthesize course content and express personal learning journeys. The paper argues that arts-based approaches have significant pedagogical value in tourism education.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"37 ","pages":"Article 100574"},"PeriodicalIF":4.1,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144866117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Deconstructing the ‘Great expectations’: The route to personalized internship practices","authors":"Anastasios Zopiatis,&nbsp;Katerina Pericleous","doi":"10.1016/j.jhlste.2025.100569","DOIUrl":"10.1016/j.jhlste.2025.100569","url":null,"abstract":"<div><div>(Pre)Internship expectations have been a topic of numerous investigations, with findings portraying a somewhat ambiguous picture, particularly in comparison to post-internship perceptions. These studies reflect on a one-size-fits-all internship design that fundamentally overlooks students' traits and views, their awareness and psychological readiness, and, subsequently, the impact of these elements on expectations. Adopting a quantitative methodology and by using a survey administered to hospitality and tourism students who were about to participate in an internship experience, this study explores pre-internship expectations in relation to their awareness and psychological readiness. Findings classify students into three distinct clusters, whereas subsequent analysis enhances our understanding of the causal relationships between interns’ typologies and expectations. Results illuminate an uncharted territory of interest to industry stakeholders, particularly those seeking to challenge traditional designs and shifting toward providing technology-enabled, personalized internships.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"37 ","pages":"Article 100569"},"PeriodicalIF":4.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144518472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Entrepreneurial mindset education: Perspectives and applicability to the sport management curriculum","authors":"Leslie Garbarino ,&nbsp;J. Michael Martinez ,&nbsp;Chad S. Seifried ,&nbsp;Mandy Barefoot","doi":"10.1016/j.jhlste.2025.100577","DOIUrl":"10.1016/j.jhlste.2025.100577","url":null,"abstract":"<div><div>Given the importance and growth of the sport industry and its impact on a global scale, scholars have argued that sport management students have a need navigate a rapidly growing sport industry. Similarly, the management literatures in a variety of contexts propose the use of an entrepreneurial mindset (EM) as one way to promote this skill in higher education. In this view, the present paper seeks to advance an EM, operationalized as providing students with the opportunities for value-creation, and presents a rationale on how and why integrating an EM can be incorporated within sport management education. Building off Larsen's (2022) typology of EM, we present aspects of EM and how these can influence instructional strategies in sport management. Additionally, we offer potential practical applications for sport management programs and how this can be incorporated in a distributed approach, in which areas of added value could result from the inclusion of EM education.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"37 ","pages":"Article 100577"},"PeriodicalIF":4.1,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145009954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring opportunities and challenges toward ChatGPT for inclusion in sport education","authors":"Shu-Hao Chang ,&nbsp;Su-Yen Chen ,&nbsp;Chin-Han Chang","doi":"10.1016/j.jhlste.2025.100572","DOIUrl":"10.1016/j.jhlste.2025.100572","url":null,"abstract":"<div><div>This study explores how university students perceive Generative AI (i.e., ChatGPT) potential to foster or hinder inclusion in sport education. Using an extended Technology Acceptance Model, the study examined factors such as perceived usefulness, ease of use, trust, novelty, and concerns. Survey data from 266 students revealed that trust and frequency of use predicted perceived opportunities for inclusion, while concerns and gender predicted perceived challenges. Two domain-specific constructs—opportunities for inclusion and challenges for inclusion in sport education—were developed and validated to capture this duality. Findings highlight the need for trust-building, inclusive practices, and gender-sensitive strategies in AI-supported education.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"37 ","pages":"Article 100572"},"PeriodicalIF":4.1,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144721282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Identifying gender gaps on sports degrees: a retrospective case study","authors":"Rebecca Bradburn ,&nbsp;Erin Quinn ,&nbsp;Zoe Avner ,&nbsp;Nicola McCullogh ,&nbsp;Rick Hayman ,&nbsp;Karen Johns ,&nbsp;Paul Cook ,&nbsp;Daniel Peart ,&nbsp;Paul Ansdell","doi":"10.1016/j.jhlste.2025.100576","DOIUrl":"10.1016/j.jhlste.2025.100576","url":null,"abstract":"<div><div>This study aimed to identify gender gaps in enrolment and average grades on undergraduate sports degrees at a UK university. Data were retrospectively analysed over five years (1224 ± 57 students per year). On sports degrees, only 25–32 % of new students were women, whereas on physiotherapy 65 % of new students were women. Across all degree pathways, women consistently achieved 3–5 % higher average grades, which resulted in the average grade for women being one grade boundary higher than for men. These gendered gaps could contribute to discrepancies within the sport industries and should be considered by staff who teach and recruit on sports degrees.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"37 ","pages":"Article 100576"},"PeriodicalIF":4.1,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145099532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The contemporary hospitality education challenges: The educators' perspective","authors":"Charalampos Giousmpasoglou ,&nbsp;Ioannis Pantelidis","doi":"10.1016/j.jhlste.2025.100581","DOIUrl":"10.1016/j.jhlste.2025.100581","url":null,"abstract":"<div><div>This article is unapologetically reflective. As hospitality educators, we find ourselves caught in the crossfire between institutional demands, industry pressures, and the everyday realities of teaching students who arrive with their own dreams, frustrations, and quirks. Drawing from joint experiences in over eight universities we reflect on our shared journey, we grapple with four stubborn challenges: the suffocating rise of managerialism in business schools, the relentless inflation of faculty workloads, the awkward tug-of-war between academic theory and industry relevance, and the rather unhelpful persistence of academic snobbery; all complicated by students whose expectations evolve faster than our committees can draft new module descriptors and their attention span is shorter than a Tik-Tok reel. These are not abstract irritations; they are the things that creep into staff meetings, weigh on our teaching practice, and spark both frustration and humour in our classrooms. Yet, despite the challenges, we remain hopeful. In some very few ‘fortresses’ across the UK and the rest of the world, we have seen examples of curricula that are unapologetically industry-connected, inclusive, and experiential. We have seen some hospitality departments supported and protected. These pockets remind us that hospitality education can be both rigorous and real, respecting scholarship while embracing the messy, people-driven world that hospitality represents. Our call, therefore, is not for the impossible, but for more of the possible: a more balanced model of hospitality education that values vocational relevance as much as academic prestige, and in doing so, better prepares us our students and the sectors we serve for the future.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"37 ","pages":"Article 100581"},"PeriodicalIF":4.1,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145319299","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"University course choice: Views and experiences of undergraduate sport and physiotherapy students from a United Kingdom higher education institution","authors":"A. Hibbs,&nbsp;C. Thornton,&nbsp;P. Hayes,&nbsp;K. Johns,&nbsp;C. Bruce-Martin,&nbsp;N. McCullogh,&nbsp;D. Peart,&nbsp;K. Baker,&nbsp;P. Rumbold","doi":"10.1016/j.jhlste.2025.100585","DOIUrl":"10.1016/j.jhlste.2025.100585","url":null,"abstract":"<div><div>With strong competition for student recruitment, UK higher education institutions require effective programme marketing strategies. Aiming to inform such strategies, 424 sport and physiotherapy students at one university were surveyed on course choice decisions. Seven factors were identified through exploratory factor analysis: subject/location; sport participation; employability/placement; course delivery; course administration; entry/web presence; opinions of others. Some factors were more influential in the decisions of physiotherapy students (course delivery, employability/placement, entry/web presence) or sport students (sport participation). Many participants (45.5 %) chose courses without attending open days. Marketing may therefore be most effective when targeted and when employing approaches supplementing open days.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"37 ","pages":"Article 100585"},"PeriodicalIF":4.1,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145618008","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Integrating augmented reality into event tourism education: Enhancing experiential value and authenticity","authors":"Yuan Ju ,&nbsp;Yi-Ying Tsai ,&nbsp;Sun-Yu Gao ,&nbsp;Tai-liang Wu ,&nbsp;Tzu-Lan Tseng","doi":"10.1016/j.jhlste.2025.100571","DOIUrl":"10.1016/j.jhlste.2025.100571","url":null,"abstract":"<div><div>Cultural expositions have evolved from static displays to dynamic experiential platforms that integrate immersive technologies, fostering innovation in event organizing and management. In the field of event organizing education, these expositions provide an ideal setting for exploring immersive teaching methods and experiential learning strategies. This study examines the role of AR as a pedagogical tool in event organizing training, focusing on its impact on learners' experiential value, perceived authenticity, <strong>satisfaction</strong> and skill development. To address gaps in existing research, this study conducted an 18-week quasi-experimental investigation involving 120 undergraduate and postgraduate learners enrolled in event organizing programs in Taiwan. The learners, representing diverse cultural backgrounds, were divided into two groups: an experimental group, which engaged in AR-based event simulations, and a control group, which received traditional lecture-based instruction. Results demonstrated that AR-enhanced training significantly improved learners’ engagement, practical competencies, and ability to design immersive audience experiences. These findings highlight the potential of AR to transform event organizing education by bridging theory with practice, fostering deeper learner engagement, and preparing future event professionals with the skills necessary for real-world applications. This study offers practical implications for event educators, organizers, and industry stakeholders, advocating for the integration of AR-driven experiential learning into event organizing curricula to align with evolving industry demands.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"37 ","pages":"Article 100571"},"PeriodicalIF":4.1,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144841128","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From Cap and Gown to career Crown: Unlocking employability with career adaptability and regulatory focus for a successful transition","authors":"Patrick C. Lee ,&nbsp;Ning-Kuang Chuang ,&nbsp;Myong Jae Lee MJ ,&nbsp;Neha Singh ,&nbsp;Zhenxing Mao Eddie","doi":"10.1016/j.jhlste.2025.100568","DOIUrl":"10.1016/j.jhlste.2025.100568","url":null,"abstract":"<div><div>Throughout their educational journey, for college juniors and seniors, enhancing employability is crucial for boosting confidence and career prospects. Recent hospitality labor market challenges have limited job opportunities, increasing the need for educators to provide resources for career launch readiness. This study draws on data from 334 undergraduate hospitality management students in the U.S. The findings make a unique contribution by integrating Conservation of Resources theory and Regulatory Focus Theory to develop and empirically validate a novel, resource-based school-to-work transition model specifically for hospitality management students. Notably, this study identifies perceived employability as a key driver of readiness for the school-to-work transition, with career adaptability and promotion focus serving as critical mediators. The findings contribute to research on career launch transitions, offering valuable insights for educators.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"37 ","pages":"Article 100568"},"PeriodicalIF":4.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144242096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}