Towards a transformative higher education curriculum model in smart tourism within the Fourth Industrial Revolution for accommodation establishments in KwaZulu-Natal

Abstract

The swift progression of Fourth Industrial Revolution (4IR) technologies has revolutionized operations within the Tourism sector, generating an urgent requirement for higher education institutions (HEIs) to integrate digital competencies into Tourism curricula. Guided by the Technology Acceptance Model (TAM) and the Innovative Technologies Framework for Hospitality and Tourism Curriculum Development, this study sought to develop a Transformative Higher Education Curriculum Model for the integration of 4IR into Smart Tourism education in KwaZulu-Natal (KZN). Five research objectives guided the study, emphasizing Smart Tourism adoption in accommodation establishments, the essential 4IR skills for employability, curriculum alignment within higher education institutions, and industry perceptions of Tourism graduates' technological preparedness. A mixed-methods explanatory sequential design was utilized. In Phase 1, quantitative data were gathered via a structured survey distributed to staff within accommodation establishments in KZN. In Phase 2, qualitative data were collected via semi-structured interviews with accommodation managers and through a document analysis of Tourism curriculum programs provided by universities in KZN. Survey data were analyzed employing both descriptive and inferential statistical methods, whereas interview transcripts and university handbooks were examined through thematic and content analysis. Triangulation improved the validity and comprehensiveness of the findings. The findings indicate that, although Smart Tourism and Fourth Industrial Revolution technologies such as artificial intelligence, the Internet of Things, and digital marketing tools are progressively adopted within the accommodation sector, tourism graduates exhibit notable skills deficiencies, especially in computer literacy, industry-specific software, and digital competencies. Curriculum analysis further emphasizes a discrepancy between current higher education institution offerings and industry requirements, highlighting a pressing need for curriculum reform. The primary contribution of this study is the development of a Transformative Curriculum Model for incorporating the Fourth Industrial Revolution into Smart Tourism education, which advocates for the integration of digital competencies throughout core, major, and elective modules, enhanced by experiential learning, industry collaborations, and internationalization. Furthermore, a prototype mobile application was created to evaluate employees' technological preparedness within accommodation establishments, providing practical benefits to the industry. Overall, the study offers a strategic framework for higher education institutions to cultivate digitally adaptive graduates prepared for a Fourth Industrial Revolution-driven tourism economy.