Design and Validation of a Formal Tourism Literacy Education Model with a Sustainable Development Approach in Students’ Curriculum

Introduction:
The tourism industry plays a vital role in linking natural and human domains, serving as a key sector for implementing sustainability principles and fostering long-term global benefits. Systematic reforms in tourism have the potential to mitigate climate change, alleviate poverty, and promote inclusive and sustainable economic growth, making education for sustainability a crucial component. Such education emphasizes innovative learning methods, critical reflection, and empowering students to actively contribute to sustainable practices. In tourism, this form of education deepens understanding of the industry while instilling knowledge of sustainable practices and environmental protection. Central to this approach is the development of tourism literacy, which equips individuals and communities with the awareness and skills needed to properly engage with tourism and support its responsible growth. Since education is a foundational pillar of sustainable tourism, success in managing this sector depends on skilled training, public awareness, community participation, and the communication of preventive measures. For this reason, the Ministry of Education must integrate tourism literacy into curricula by highlighting national tourist destinations and diverse potentials. At present, formal education neglects this area, leaving many travelers unaware of local ecosystems and leading to unintended environmental harm. Consequently, this research seeks to answer the question: How can a formal tourism literacy education model with a sustainable development approach be designed for integration into students’ curriculum?

Method:
This study set out to design and validate a formal tourism literacy education model grounded in sustainable development for integration into students’ curriculum, using an applied and exploratory mixed-methods approach that combined qualitative and quantitative techniques. In the qualitative phase, data were collected through 20 purposively selected semi-structured interviews with experts and scholars in tourism and sustainable development, identified partly through snowball sampling to ensure a knowledgeable participant pool. Interviews continued until theoretical saturation was achieved, after which transcripts were coded, analyzed, and categorized using MAXQDA 2020 to extract key themes. To ensure trustworthiness, credibility checks such as member validation, data triangulation, negative case analysis, and transferability assessments were applied. The quantitative phase targeted a statistical population of 3,230 individuals, from which a sample of 343 teachers specializing in education and tourism literacy was drawn using Cochran’s formula and cluster random sampling. A researcher-designed questionnaire consisting of 96 items measured on a five-point Likert scale was distributed to the sample group to validate the proposed model. The collected data were subjected to exploratory factor analysis using SPSS 25 and SmartPLS software. Furthermore, face validity was confirmed by a panel of experts, while reliability was tested via a pilot study and calculated through Cronbach’s alpha, Composite Reliability (CR), and Average Variance Extracted (AVE), ensuring the model’s rigor and applicability.
Results:
Through the analysis and categorization of interview transcripts, 96 indicators were identified and organized into 21 key concepts, including tourism education strategy, managerial factors, analytical skills, infrastructures, cultural and educational objectives, challenges, teaching and learning processes, facilities and technology, social justice, and evaluation. These concepts were further aligned with cognitive, affective, and psychomotor goals, ensuring a comprehensive framework that integrates academic, personal, and business skills. The proposed formal tourism literacy education model with a sustainable development approach was structured around critical dimensions such as contextual and intervening factors, educational and developmental objectives, tourism literacy, formal education, sustainable development, and quality of life. By addressing both practical and theoretical aspects, the model highlights the importance of holistic education in tourism. Moreover, based on the Goodness of Fit (GoF) results, the validation process confirmed that the model achieved a strong, reliable, and acceptable fit, indicating its effectiveness for integration into students’ curricula.
Conclusion:
The findings reveal that formal tourism literacy education significantly improves individuals’ knowledge, attitudes, and skills in understanding the real concept of tourism, while also contributing to environmental protection and cultural heritage preservation. To achieve these goals, it is essential to consider the dimensions, components, and indicators of tourism literacy within the school curriculum. This study identified the elements of formal tourism literacy education with a sustainable development approach, providing a framework to strengthen and advance tourism literacy in the formal education system. Establishing clear and measurable objectives for such programs is necessary to foster sustainable knowledge, skills, and attitudes, while also enhancing learners’ personal growth, collaboration, responsibility, and cultural respect. Tourism literacy education should employ updated teaching methods and current information, supported by collaboration among governmental bodies, NGOs, and universities. Such cooperation can be achieved through conferences, workshops, and joint training programs that encourage knowledge sharing. Equally important is the creation of a continuous evaluation and feedback system to assess program effectiveness and adapt to emerging needs. The model must also ensure equal access to education, offering scholarships, free training, and targeted support for underprivileged groups. Finally, awareness campaigns and promotional activities on sustainable tourism can strengthen public engagement and foster positive societal attitudes toward responsible tourism practices.