Designing and validating the sustainable tourism curriculum in higher education
Subject Areas : Research in Curriculum Planningmahdieh sadat mirrahimi 1 , parvin samadi 2
1 - Assistance Professor, Educational Science, Hazrat Narjes Faculty, Vali-e-asr university of Rafsanjan, Rafsanjan, Iran.
2 - Associate Professor, Department of Educational Administration and Planning, Faculty of Education and Psychology, Alzahra University, Tehran, Iran.
Keywords: higher education, Validation, curriculum, design, sustainable tourism,
Abstract :
The research was conducted to design and validate the model of sustainable tourism curriculum in higher education with a mixed research method. First, the meta-composite method was used, the qualitative research community in the synthesis process includes all the works published in this field from 2000 to 2024 in the valid database including 66 documents. Member control method and agreement coefficient equal to 75% were used for validation data. Findings in the ten elements of the sustainable tourism curriculum were presented and verified based on the views of tourism experts and curriculum planning through semi-structured interviews. Then the data was validated using the exploratory and confirmatory factor analysis model. The statistical population, all experts in the field of tourism and curriculum planning, doctoral students of both fields and the participating sample of 150 people from 24 universities in the fields of curriculum planning and tourism were selected with a simple random sampling approach. The validity of the questionnaire was calculated and confirmed by the Lauche method and its reliability was 96.8% through Cronbach's alpha test.Findings include six themes, conceptual (concepts dynamic), entrepreneurial (intelligent action), naturalistic (responsible behavior), strategic (management strategies), sociological (understanding the relationship with issues), and humanistic (human values) It was shown that by focusing on them, curriculum elements were designed about the fundamental assumptions for sustainability, creating opportunities and innovation in learning, learning outcomes, and students' preparation for practical action. Each area defined by the research findings in its place, according to the many trends in the field of tourism, has the richness of the elements of the sustainable tourism curriculum and can be used.
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