A model to enhance tourism education post the Covid-19 pandemic : a case of uMgungundlovu and Harry Gwala District Municipalities

Abstract

The COVID-19 pandemic had a significant impact on tourism education in South Africa, leading to a sudden shift from traditional teaching to digital schooling. While some schools successfully adopted technology-enhanced online learning, socially disadvantaged schools and communities faced challenges in transitioning due to technological limitations, poor internet connectivity, and skills shortages. This research sought to improve tourism education in high schools within the uMgungundlovu and Harry Gwala District Municipalities. The study argues that the tourism curriculum must adapt to the changing needs of the industry by incorporating technological advancements. Resilience-based interventions were explored as a means to help tourism education recover from the pandemic's disruptions. The research utilized Critical and Resilience Theories and employed a pragmatic approach with a mix of qualitative and quantitative data collection from tourism educators, subject advisors, and industry partners. Findings revealed that teachers embraced digital technology to enhance teaching and learning but faced challenges such as increased absenteeism, curriculum completion difficulties, knowledge gaps, and reduced morale due to inadequate support. The study emphasizes the importance of integrating tourism education theory and practice and forging strong industry relationships to develop a relevant curriculum that aligns with industry demands. To ensure the survival and adaptability of tourism education, resilient pedagogical strategies are proposed, involving a redesigned curriculum that reflects industry trends. Ultimately, tourism education plays a crucial role in the industry, and its success hinges on the ability of educators to adapt and build resilience in the face of future uncertainties.