According to the Pacific Asia Travel Association (PATA), the tourism industry in Asia was projected to lose $1.1 trillion in revenue in 2020, a decline of 66% compared to 2019, due to the COVID-19 pandemic. This decline has a significant impact on the region’s economies, as tourism is a major contributor to GDP in many Asian countries. PATA also reported that international tourist arrivals to the Asia Pacific region fell by 82% in 2020, with the most severe declines recorded. Domestic travel also dropped significantly in many countries, as people avoided non-essential travel and followed government restrictions. The pandemic and the continuing travel restrictions are making it difficult for the tourism industry to recover, and it is expected that the recovery will be slow and uneven across the region.

Currently, the tourism sector faces various challenges that require a variety of skills to tackle them. Tourism-related CO2 emissions are a concern in face of climate change, because around 4,9% of global greenhouse gas emissions are attributed to tourism and are expected to increase twofold within 25 years. The negative impacts of tourism on the environment also include “strain on natural resources; pollution; and physical impacts, typically involving the degradation of ecosystems.” This requires more sustainable solutions, for whose development and implementation the promotion of green skills is essential. The importance of sustainable tourism, based on the three pillar model of ecologic, social and economic sustainability, has been widely acknowledged by the UN, including it in 3 of the Sustainable Development Goals (SDGs) and in the definition of sustainable tourism by the UN Environment Program and UN World Tourism Organization as “tourism that takes full account of its current and future economic, social and environmental impacts, addressing the needs of visitors, the industry, the environment and host communities.”

To foster the HEIs relevance for the labour market and society by developing new and innovative education programmes in smart technologies, renewable energy sources, and digital technologies with special regard to smart tourism.

Enhance the training of educators to improve the overall quality of the education system in the long run.

Narrow the current discrepancy between the demands of the job market and instructional approaches in education.

To enhance the quality of the HEI system and facilitate regional development, it is necessary to tailor teaching and learning practices to address the unique challenges faced by the economic sector.

Develop a Knowledge and Competence Centre

Internal target groups:

  • Educators,
  • Students (Bachelor, Master),
  • PhD students,
  • Postdocs,
  • Academic staff,
  • Non-academic staff,
  • Researchers;

External target groups:

  • Entrepreneurs,
  • Investors,
  • Scientific experts,
  • Research institutions,
  • Industry partners,
  • Citizens,
  • Public authorities

WP1 – Project management and coordination

WP2 – Deploying Learning Management System (LMS) and Innovative Curriculum Design

WP3 – Development of Training Materials and Curriculum for Tourism Industry Learners

WP4 – Intensive Training Sessions and Assessment

WP5 – Enhanced Knowledge & Competence Centres Development and Recommendations for Policy Makers 

WP6 – Impact Analysis and Dissemination

Training needs analysis report

Training curriculum

Learning Management System Platform

Training modules – Smart transportation,  Smart sustainable accommodation,  Smart renewable energy

Training sessions for university students and tourism professionals 

Updated university curricula

Advocacy pack and policy recommendations