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Article

Teaching Innovation and Teaching–Learning Methods for Sustainable Tourism Development Education in the Bachelor of Tourism Degree

by
Norberto Pelegrín Entenza
1,2,*,
María Rosa Naranjo Llupart
1,3,
Sebastiana del Monserrate Ruiz Cedeño
1 and
Antonio Vázquez Pérez
3,4
1
Tourism Career, Faculty of Administrative and Economic Sciences, Technical University of Manabí, Universitaria and Ché Guevara Street, Portoviejo 130105, Ecuador
2
Doctoral Program in Tourism, Faculty of Administrative and Economic Sciences, The Portoviejo Campus, University of Alicante, 03690 Alicante, Spain
3
Department of Human Geographies, University of Alicante, 03690 Alicante, Spain
4
Faculty of Engineering and Applied Sciences, Technical University of Manabí, Universitaria and Che Guevara Street, Portoviejo 13015, Ecuador
*
Author to whom correspondence should be addressed.
Sustainability 2024, 16(18), 8115; https://doi.org/10.3390/su16188115
Submission received: 23 June 2024 / Revised: 3 September 2024 / Accepted: 12 September 2024 / Published: 17 September 2024
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Abstract

:
Sustainable development has become the aspiration of many developing countries like Ecuador. The introduction of Bachelor of Tourism studies at the Technical University of Manabí is compatible with this interest and provides a challenge for teachers in the application of integrative and innovative teaching methods, which promote the training of professionals with high scientific, technical and professional rigor in the exercise of different professions. To achieve this, the pedagogical group started from three fundamental principles, which are based on the application of teaching work methods and procedures, based on the establishment of the interaction between the various factors that directly and indirectly influence the training process of professionals in the tourism sector. The results, both in the comprehensive evaluation processes of the academic performance of the teachers and in the level of satisfaction of the students of the course, support the application of these teaching–learning methods and highlight the convenience of extending these experiences and research results to other vocational training centers for tourism activity.

1. Introduction

After the Industrial Revolution, education underwent a transformation from a mechanism for the transmission of knowledge to a system for the preparation of people based on the productive economy. There has been a shift from a society based on the production of consumer goods to one where the focus is on the creation of new knowledge and the transfer of the results to society [1,2,3].
Currently, the common denominator of pedagogical models in higher education is the introduction of inductive methodologies, which range from understanding the teaching process as an exercise in the transmission of knowledge to a process of inducing student learning, requiring students to overcome challenges and answer questions posed by the teacher, inducing the need to seek information and learning with the aim of producing new knowledge [4,5,6]. For the teaching process, the objective is for the student to acquire knowledge through confronting problematic situations that generate experiences through the induction of knowledge, which he/she must learn and transfer in other circumstances [7,8].
Contemporary society demands the application of a new social contract for education that addresses inequalities and guarantees a sustainable future for new generations [9]. The new social contract must be based on human rights and the principles of non-discrimination, social justice, respect for life, human dignity and cultural diversity, instilled through open pedagogy and education that prioritizes soft skills and allows us to embrace an ethic of care, reciprocity and solidarity among all human beings [10].
The controversial term environmental education has given way to the concept of education for sustainable development [11,12,13,14,15,16]. In all cases, it is inferred that pedagogical projects must evaluate the context in which they are developed and adapt to the particular characteristics of each region or country [17,18]. In the 2030 Education Agenda, [19] the United Nations Educational, Scientific and Cultural Organization (UNESCO) proposes to guarantee inclusive, equitable and quality education, as well as the promotion of lifelong learning opportunities for all, so that education for sustainable development can provide the knowledge, awareness and actions that empower people to transform themselves and societies.
Among the strategies to follow to achieve sustainable education, the creation of capacities and training to improve skills and the development of training actions that train in the interest of communication between sectors, coordinated planning, and management should be considered, as well as the study of programs and the evaluation of results, the design of materials and the coordination of actions between the intervening actors [20,21,22]. Research is seen as a key factor, involving the development of baseline studies to establish indicators of progress throughout the vocational training process [23,24,25,26,27,28,29,30].
Despite the enrichment that research carried out in regions with different cultural contexts represents for the knowledge of tourism, as is the case for Latin American countries, the analysis and dissemination of studies carried out in other regions have been scarce [31]. The authors [32,33,34,35] recognize that the quantity and quality of published research is decisive for the international recognition of universities and their educational programs.
Educational innovation for tourism becomes an unavoidable process if the aim is to achieve significant results in tourism studies [36]. It is important to identify the sources of knowledge used in tourism sector ventures, as well as its use as a safe platform to generate innovation that allows the introduction of new and better products and services, allowing the identification of the opportunity to generate creative ideas and take advantage of them, thus being considered a process of change [26,27,28,29,30].
The fact of sharing knowledge translates into a daily action, although sometimes it is not channelled appropriately, based on a methodology that generates profitability in knowledge. It is necessary to apply methodologies that enable collective, participatory work that is of common benefit to the group of students. The application of cooperative learning is a way to generate these skills [37,38,39].
The transformative dynamics of Ecuador’s political and economic development in recent years has influenced the stability of the country’s educational process, especially with regard to higher education. But the constant reductions and inefficient budget execution of the universities from 2019 negatively impacted the development of research and linkage with society, which has represented a setback for the educational teaching process in the context of Ecuadorian higher education [40].
Despite the existence of a growing demand for professionals in the tourism sector in Ecuador with adequate training in education for sustainable tourism development, most of the curricular designs have limitations because they do not achieve the integration of teaching innovation and teaching–learning methods in education for sustainable tourism development, and there is a gap in the need for the Bachelor of Tourism who is trained at the University to be able to address the environmental and social challenges of tourism in the 21st century and its good practices in their future performance. This problem gives rise to the following research questions:
How do students’ attitudes towards the learning process behave through the application of innovative practices and the integration of teaching work in education for sustainable tourism development in the Bachelor’s Degree in Tourism?
What impact do the teaching innovations and teaching–learning methods integrated into education for sustainable tourism development have on the teaching competencies taken into consideration for the study in the periods evaluated?
What teaching innovations and teaching–learning methods integrated into education for sustainable tourism development can be implemented to transform the teaching–learning process of the Bachelor’s Degree in Tourism taught at the Technical University of Manabí, Ecuador?
Based on the analysis of the research problem, the objective of the manuscript consists of the following: to analyze the existing limitations in the bachelor’s degree course in tourism at the Technical University of Manabí on the integration of teaching innovation and teaching–learning methods for sustainable tourism development and their impact on the teaching competencies taken into consideration for the study in the periods evaluated.
We start from the premise that teaching innovation and teaching–learning methods integrated into education for sustainable development in the teaching–learning process of the Bachelor’s Degree in Tourism, taught at the Technical University of Manabí, Ecuador, favor the improvement of the students’ attitude towards the learning process, innovative processes and teaching work procedures and in the teaching competencies taken into consideration for the study in the periods evaluated.
The gap that the research addresses is related to the need for the Bachelor’s Degree in Tourism graduates trained at the Technical University of Manabí to be able to act in their professional and work performance from the theoretical and practical postulates of education for sustainable tourism development.
From the scientific point of view, knowledge derived from the analysis and assessment of the contextualization, deepening and articulation of theories on the sustainability of the tourism sector in different modalities and destinations is provided, which can contribute to the development of sustainable tourism by highlighting the endogenous wealth of less-favored areas and achieving an equitable distribution of benefits, which can reduce marginality and poverty in other places in the South American region with similar characteristics to those found in Ecuador.
The research contributes to the reinforcement of the complex theoretical framework through reflection, critical analysis and contextualization of the most general theories, their different points of view and contributions of different authors consulted that support the relevance and pertinence of teaching innovation and integrated teaching–learning methods for the enhancement of education for sustainable tourism development, in order to achieve a comprehensive training, which allows the sustainable development of the profession in which they will work in the future.
It favors the construction of pedagogical models and strategies that integrate teaching innovation and integrated teaching–learning methods in education for sustainable tourism development in the Bachelor’s Degree in Tourism studies.
It also contributes to the extension of theoretical knowledge on the influence of teaching innovation and integrated teaching–learning methods in education for sustainable tourism development on the students’ attitude towards the learning process, the importance of innovative processes and teaching work procedures in the Bachelor’s Degree in Tourism and on the teaching competencies taken into consideration for the study in the evaluated periods.

2. Materials and Methods

2.1. Contextualization of the Research

The research was developed in the context of the Tourism Career Faculty of Administrative and Economic Sciences of the Technical University of Manabí, whose graduation profile aims at graduating professionals trained to have the knowledge, skills, abilities and values for successful performance in activities related to the tourism system, hospitality, leisure and travel, and to be responsible for the creation and management of tourism services and products with an emphasis on supportive, sustainable tourism, aimed at benefiting less-favored host communities, and on community-based, inclusive tourism in various modalities in tourist destinations in the public and private sectors and in the popular and solidarity economy, characterized by professionalism, warmth and quality, which contribute to the transformation of the productive matrix, in accordance with the projection of the sustainable development of the territory [41].
The mission is to train graduates in tourism who are integral leaders capable of promoting the country’s tourism development, entrepreneurs and innovators with ethics and social responsibility, hospitable, service-oriented, customer-oriented and committed to local development of endogenous tourism and the 2030 Agenda for sustainable development [41].
The vision consists of being leaders in the comprehensive training of professional and competent tourism graduates who respond to territorial demands and the challenges that tourism imposes in the 21st century, capable of promoting the endogenous local development of tourism in communities, from the paradigm of sustainable development and the objectives declared in the 2030 Agenda for sustainable development [41].
Data were collected between October 2021 and January 2024, and for statistical processing, Excel spreadsheets and SPSS software were used to capture and analyze data and create tables with complex data. Excel version 9.0 (2000) and SPSS Version 29.0 was used.

2.2. Experiences Achieved in the Materialization of Teaching Innovation Methods

When considering what was previously analyzed, it is essential that teachers develop in practice the organizational skills for the use of new technologies and the assertive management of their relationships with students, which implies the consideration of the pedagogical process from an innovative perspective and the development of soft skills that occupy a prominent place [42,43,44]. To achieve success in this endeavor, the commitment to collaborative learning is essential, which implies achieving greater interaction between the teacher and students through new and varied ways of teaching and learning [45,46,47].
The main task of the pedagogues who carry out the Bachelor’s Degree in Tourism at the Technical University of Manabí, and that which highlights the importance of this procedure, can be synthesized in a group of actions that are developed in three main directions aimed at an end, as shown in Figure 1.
Ref. [48] points out that for the materialization of the main work directions, the teachers of the Bachelor of Tourism put into practice as a fundamental principle the permanent collaboration between all the teachers who make up the pedagogical group, which is achieved through the subject groups that they developed under the direction of the teachers who are the authors of the integrative subjects at each of the levels, as shown in Table 1.
In the subject groups, the integration of the objectives, contents and skills in the evaluation instruments of the subjects and between related subjects is considered, essentially at an interdisciplinary, disciplinary, multidisciplinary and transdisciplinary level. The integrative evaluation of the system of knowledge, skills, abilities and values is analyzed, as well as the problems that will be investigated in each of the organizational units of curricular learning.
The close and permanent link between the teaching staff and the students, under the principles of promoting soft skills, constitutes a first-order requirement during the preparation of each subject and promotion through social interaction with the components of the development zones of the territory, which allows updating the state of students’ knowledge and skills continuously to project the potential for professional development, in accordance with what is stated by [49,50].
This interaction between teachers and students facilitates heteroevaluation [51], which consists of the evaluation carried out by the students on the learning process taught by the academic staff in each of the school periods and which, together with self-evaluation (evaluation that the staff periodically carries out on their work and academic performance) and co-evaluation (evaluation carried out by the academic peers and directors of the Career), constitute the components of the comprehensive evaluation of the academic performance of the teachers of the pedagogical group.
The establishment of collaboration agreements between the academy and various economic actors in both the public and private sectors, which are related to tourism activity, plays a determining role in achieving the quality of the educational teaching process [52,53]. Among them are accommodation, food and beverage services, tourist transportation, including air, sea, river, and land transportation and vehicle rental for this purpose, the operation of travel agencies, intermediation agencies (tourist services and organizers), events, congresses and conventions, casinos, game rooms (mechanical bingo), racetracks and stable amusement parks.
In accordance with the criteria of [54], the curriculum of the Bachelor’s Degree in Tourism is methodologically based on the fulfillment of a broad field of study related to the provision of tourist services. It is impossible to form and develop knowledge, abilities, skills, values (competencies) and attitudes, based on the deployment of creative initiative, innovation, entrepreneurship, commitment, dynamism, respect and solidarity necessary for the exercise of good practices in tourism, without there being a close link between the professional training center and various companies and undertakings in the public and private sectors.
The link between training centers and companies in the tourism sector is key to the proper development of academic life, which led the pedagogical group in the permanent search for teaching work methods and procedures that would contribute to its materialization, such as active methods, reflective methods and participatory teaching–learning, that encourage participation, debate, searching for solutions, problem-solving and decision-making by students [55,56,57].
The methodologies that are most useful are the following: carrying out exploratory, descriptive and correlational studies, explanatory or causal studies, participatory action research and case studies, the assessment of tourism data and statistical series as part of documentary research, market research, process modeling, methodologies, business strategies and management systems, exhibitions, discussion forums, seminars and practical classes [58].
The most appropriate learning methodologies to guarantee the capabilities of exploration, construction, connectivity of knowledge and the development of critical and creative thinking in students are the following [58]:
  • Expository master classes that allow the internalization of information and common teaching processes, which guarantee students’ knowledge of the training, methodologies and processes necessary to know, apply, intervene, propose and conclude direct interventions in their professional actions [59,60].
  • Introduction of content (instructive teaching model) that, in addition to what the teacher explains, also makes it possible for the student to participate in the construction of knowledge through the use of texts and bibliographic media [61,62].
  • An active didactic model to encourage the student to interrelate learning with teaching, in the interest of the student not only being a recipient of knowledge, but also being able to apply it in a structured way [63,64].
  • Open, collaborative and integrated teaching (collaborative teaching model), which at professional and degree levels allows the student and teacher to integrate with the knowledge society, not only with the traditional methodologies that are applied, but also those that are practiced in the various contexts of action through the use of the various media of the information society and globalization [65,66].
  • Open and collaborative teaching, as an essential element of education based on the development of soft and inclusive skills at professional and degree levels, allows insertion into innovation processes and sustainable endogenous local development of tourism and the generation of entrepreneurship through the practical application in the various contexts of action, in the use of the various media of the information society, knowledge management, innovation and globalization. Teachers change their role and reduce to a minimum their role as transmitters of information, which is achieved through the presentation and contextualization of topics, as well as the formulation of professional problems emphasizing important aspects or aspects that are difficult to understand, to allow students to easily access all kinds of information [67].
In the training of professionals, the teacher becomes a counselor and facilitator of learning, a provider and advisor of the most appropriate educational resources and a mediator of learning in the different scenarios of future professional performance. This is achieved through the enhancement of creativity, initiative, independence and the solution of professional problems in the various scenarios where students interact with companies and ventures dedicated to tourism activity, as well as the integration of all components of the teaching–learning development process [68]. Some teaching work procedures that are applicable in the collaborative teaching model are shown in Table 2 [69].

2.3. Research Methods, Techniques and Tools

For research, interdisciplinarity refers to the elements of contact between disciplines, in an environment where each one contributes its research methods and concepts. Transdisciplinarity refers to what corresponds to the disciplines from a simultaneous point of view, where the same research method is adopted [70,71].
For the research, the interdisciplinary approach represents a contribution and contextual extension of the project, which can be through collaborative work between researchers with recognized national and international experience or through publications in high-impact, indexed journals at an international level. The transdisciplinary approach enables the involvement of non-academic actors in the implementation of the project and allows transcending disciplinary boundaries to create new integrated knowledge, which for the research represents a greater perspective of context and development.
The research presents an interdisciplinary and transdisciplinary approach related to teaching innovation and teaching–learning methods on sustainable tourism development in the Bachelor of Tourism degree. Its theoretical and methodological foundation allows the experiences of the pedagogical group that works in training students pursuing a Bachelor’s Degree in Tourism at the Technical University of Manabí to be redefined by the application of innovative teaching work methods and procedures, aimed at achieving a comprehensive education in students for the sustainable development of the profession in which they will work in the future.
For research, deductive reasoning allows the establishment of a link between theory and observation, in order to deduce from theory the phenomena that are the objects of observation, which makes it possible to find the evidence that can be used to determine the certainty of the conclusions. It is a research method that gets straight to the point and saves time that can be used in practical activities during fieldwork. This is why this research was based on the deductive method, which allowed the examination of the research problem from its generality and the analysis of the theories related to educational innovation and teaching–learning methods that guarantee professional training in the Bachelor’s Degree in Tourism to ensure sustainable tourism development. It also allowed the identification and development of the premises and objectives of the work to reach conclusions on the topic studied [72,73]. Figure 2 shows the diagram of the methodology applied for the research.
The research was descriptive, analytical and explanatory with a mixed approach, which allowed the integration of the contributions of the analysis related to the treatment and processing of the results of the surveys of the students of the Bachelor of Tourism degree at the Technical University of Manabí and made it possible to explore the phenomena linked to educational innovation, new teaching–learning methods and the requirements of professional education linked to sustainable tourism for the 21st century [74,75].
The results made it possible to understand the importance of the academic contributions made by the teaching group of the Bachelor of Tourism degree at the Technical University of Manabí, related to the application of innovative models in the teaching of professional skills linked to the degree, in the interest in promoting sustainable tourism in accordance with the demands of the 21st century.
Direct and indirect observation [76] allowed a contextual approach to the different methods and models of educational innovation applied in the Bachelor of Tourism degree at the Technical University of Manabí, focused on the training of professionals capable of developing and managing tourism models that respond to the demands of environmental respect, sustainability and improvement of the living conditions of the host communities.
The techniques of historical–logical analysis [77], analysis–synthesis, the systematic review of literature and documents from primary sources [72], the transition from the concrete to the abstract [78], the systemic approach [79] and statistical analysis were applied for processing survey results [80]. As research instruments, the observation guide and the structured survey questionnaire were applied to the students.
The structured questionnaire of the survey was prepared with 15 items distributed in three groups with 5 questions each. The first group includes items 1 to 5 and is related to learning in contact with the teacher; the second group is related to autonomous learning and includes items 6 to 10; and the third group is related to experimental practical learning and includes items 11 to 15.
The survey was applied based on the methodological requirements that are demanded, such as the anonymity of the participant and the demand for collaboration and ethical commitment when processing the information [81]. By taking advantage of new technologies, the questionnaires were sent to the students electronically.
The bibliographic review made possible the analysis of scientific articles, theses, books and documents from primary sources related to the topic of study from its different conceptual denominations [82]. The selection of documents included a rigorous review of the related literature, with special attention to publications between the years 2019 to 2024.
The theoretical result consists of the contribution made by the academic group that teaches the Bachelor’s Degree in Tourism at the Technical University of Manabí, which allows the experiences in the professional training of the students of the Bachelor’s Degree in Tourism to be redefined in the application of innovative teaching methods and procedures, focused on comprehensive education for sustainable tourism development. These experiences, due to their versatility, can be applied by other higher education centers in Latin American countries that share socioeconomic and environmental characteristics similar to those of Ecuador.
The population was made up of 1616 students and 40 teachers of the Bachelor’s Degree in Tourism at the Technical University of Manabí. Based on the characteristics and context of the population, the sample was selected using the non-probabilistic intentional method and was made up of 102 students, representing 6.3% of the total, and 10 teachers, representing 25% of the total.
The 102 students were distributed in 4 first level and 15 of the remaining levels from 2nd to 8th of the Bachelor of Tourism degree. This was based on what was established in the Academic Regime Regulations of the Technical University of Manabí [83] on the learning activities that seek to achieve the objectives of the degree.
The sample of 10 professors was made up of those linked to the training of tourism professionals who voluntarily agreed to consult the notification record of academic performance evaluations for the last five academic periods. For this purpose, an analysis of the results of the application of the Comprehensive Evaluation Regulation to the performance of the academic staff of the Technical University of Manabí was carried out [84].
With regard to the selection of the sample, the aim was to go deeper into the subject under study and to obtain representative data related to the students’ attitudes towards the teaching–learning process, innovative processes, teaching work procedures and teaching competencies taken into consideration for the study in the periods evaluated. The selected sample of students was considered valid and representative for obtaining data with a qualitative approach. The purposive selection of participants allowed the selection of a representative sample for the research. The quantitative results accompanying the qualitative analysis are presented in statistical tables, which confirm the mixed research approach assumed and draw on the strengths of both approaches.
For the evaluation of the structured survey, a Likert-type scalogram was applied to measure the students’ attitude towards their own learning during the process of their training as professionals.
The Likert scale is easy to construct and apply. It is used to measure or record complex information about respondents from the accumulation of responses on a topic. It is necessary to offer multiple choice answers that are gradual, from positive to negative or vice versa, consistently in all questions. It is an ideal instrument to measure a person’s reactions, attitudes and behaviors [85].
The scale has four values: agree (4 points); I have no opinion (3 points); disagree (2 points); and strongly disagree (1 point). Its objective is to rate the reliability of the designed instrument, with an alpha coefficient of 0.86.
The Likert scale was validated by ten professionals selected as experts in research methodology, who gave positive criteria about the validity and reliability of both instruments.
In the analysis of the teachers’ evaluation, the results obtained by each one in the five competencies that were most significant for the purpose of the research were compared. The first is related to the mastery of the contents of the subject; the second is related to the teaching methodologies used; the third addresses the use of new information and communication techniques (NICT); the fourth deals with the exercise of tutoring and evaluation of learning; and finally, the fifth analyzes their ethical attitudes and interpersonal relationships. As stated in the Academic Regime Regulations of the Technical University of Manabí, each of the competencies is rated on a scale of 0 to 5 points.

3. Results

Table 3 shows the results derived from the application of the Likert scalogram by groups of actors in each of the items.
The synthesis of the results for each group of items is shown in Table 4.
One of the problems identified is related to the behavior of students’ attitudes towards the learning process through the application of innovative practices and the integration of teaching work in education for sustainable tourism development in the Bachelor’s Degree in Tourism. The results of the survey found the following:
The majority of students showed an adequate attitude towards the learning process and positively valued the importance of the innovative processes and teaching work procedures developed for this purpose. Seven students preferred not to give their opinion on item 3.
In general, all students gave the lowest scores to items 3, 8 and 12, which stated negative or incorrect aspects about the teaching–learning process.
Another research question is related to teaching innovations and teaching–learning methods integrated into education for sustainable tourism development that can be implemented to transform the teaching–learning process of the Bachelor’s Degree in Tourism. The results of the survey revealed the following:
The majority of respondents gave higher values to the items that affirmed aspects related to innovation in the teaching–learning process based on small planned improvements and the result of adaptation to improvements introduced from the external environment and the use of new information and communication technologies. The lowest average scores corresponded to the statements about autonomous learning, which can be interpreted as an undervaluation of the students’ internal potential.
Of limiting aspects of the research, it can be noted that the transversality in obtaining the information that allows analysis to be carried out on the variation of the evaluations obtained over time, as well as the voluntary and non-probabilistic nature of the sample, limits the making inferences from the rest of the actors not involved in the study.
Table 5 shows the results of the evaluations of ten professors linked to teaching the Bachelor of Tourism during the last five evaluation periods. It reflects the average of the points achieved by the teachers in each of the five competencies taken into consideration for the study and in each of the evaluated periods.
As part of the research questions, the influence of teaching innovations and teaching–learning methods integrated into education for sustainable development on the teaching–learning process of the Bachelor’s Degree in Tourism is identified. The results of the teacher survey revealed that all teachers showed significant progress in the exercise of their teaching skills, which corroborates the importance of the work and control procedures carried out in the pedagogical group of the Career and the joint search for new methods and procedures that stimulate the teaching and learning process through innovation, which leads towards the training of professionals for the sake of sustainability.

4. Discussion

The mission and vision of the Bachelor’s Degree in Tourism at the Technical University of Manabí is focused on training tourism professionals who are researchers and innovators, ethical, socially responsible and identified with a vocation for customer-oriented service and a notable commitment to the endogenous development of tourism and the stipulations of the 2030 Agenda for sustainable development, in accordance with the provisions of the Academic Regulations of the Technical University of Manabí [83,84].
The experiences derived from the materialization of innovative methods in the training of tourism graduates at the Technical University of Manabí show the relevance of the development of organizational skills based on the use of technologies and the relationships between teachers, students, family and society as inseparable parts of the innovative process in education for the training of sustainable tourism professionals. This coincides with what has been analyzed by [42,43,44,45,46,47].
Similarly to what has been pointed out by [48], collaboration between teachers through subject groups under the guidance of tutors of integrative subjects plays a decisive role in the materialization of the main work directions proposed to achieve collaborative teaching, for which some procedures can be used, such as panels; round tables; debates; forums; seminars; discussion groups; conversations; conferences; virtual tutoring; case studies; meetings with clients, familiarization groups, FAM and travel agents; application of surveys and feedback systems; market studies and research; business creation; and the practical application of different tourism modalities, especially sustainable tourism, as proposed by [65,69].
Research and innovation are key elements for the development of studies and the establishment of progress indicators in the training of tourism professionals, where the identification of different sources of knowledge related to tourism enterprises plays a determining role [31,32,33,34,35,36]. Similarly to what is expressed in the thesis defended in [37,38,39], the importance of the application of methodologies that promote participatory work for the benefit of the group, as a way of promoting the generation of professional skills, was proven.
According to [86,87,88], the importance of considering the innovative model of the quintuple helix as an opportunity that enhances the teaching and research processes and a key element of innovation that interrelates the education system with the economic system, the natural environment and the political system in order to ensure the sustainability of tourism was known.
Among the most important learning methodologies are expository master classes; the introduction of content (instructive teaching model); the active didactic model; and open teaching [59,67].
In the research entitled “Problem-based learning, a challenge to higher education”, presented by [68] in 2021, it is shown that creativity, initiative, independence and the work of teachers to solve students’ professional problems play a key role in the training of professionals. The teacher appears as a mediator of learning, a counsellor, a facilitator, a provider and an advisor of educational resources appropriate for the various scenarios of future professional performance.
Since environmental problems pose urgent solutions, the university must generate strategies aimed at achieving the coordinated approach of all members of the community for the deployment of initiatives derived from student research and behavioral change strategies that lead to the sustainable development of tourism [89].
According to what is analyzed in the research entitled “Perspective of the curriculum of the Bachelor’s Degree in Tourism at the Technical University of Manabí”, carried out by [58] in the year 2023, there are different methodologies that facilitate the innovative process in teaching. Among them we can mention exploratory, descriptive and correlational studies; explanatory or causal studies; participatory action research and case studies; evaluation of tourism data and statistical series; market research; process modeling; business strategies; exhibitions; discussion forums; seminars and practical classes. Innovation is a process inherent to tourism for the generation of new and better products and services. It is an opportunity to generate ideas that are creative and promote their use as part of a transformative process, analogous to that discussed by [27,28,29,30].
The significance of methods linked to educational innovation, and their consequent application in the professional training of tourism graduates, constitutes an unavoidable process for achieving significant results in education, which allows the identification of new sources of knowledge and the use of reliable platforms to promote and generate innovations. This maintains coherence with the criteria expressed by [26,36].
According to the results of the research carried out by [31], it was found that studies on educational innovation in the Bachelor’s Degree in Tourism are scarce and in-depth. The relevance of studies and research that allow redefining the importance of educational innovation in the Bachelor’s Degree in Tourism is recognized, allowing the introduction and improvement of new teaching methods, in the same direction as that proposed by [32,33,34,35].
In the innovative process of the current university training system where educational innovation is promoted, problem-based learning must prevail in order to encourage students to be able to search for information, discuss it, apply new knowledge and develop experimental work that allows them to reach precise conclusions linked to the solution of the problems posed for the benefit of society, in accordance with what is stated by [90,91].
It was found that educational innovation plays an important role in making possible the materialization of changes for continuous improvement, at the same time as it favors interrelationships between teachers, students, family, community and society during the materialization of the teaching–learning process, where the teacher reconfigures his role as a tutor to enhance student performance in the use and exploitation of new technological advances, in accordance with what is stated by [92,93,94,95].
In the research entitled “Soft skills: what they are and how to promote them”, carried out by [50] in 2017, and the research entitled “Application of the pyramid management model of university development at the university of Otavalo, Ecuador”, carried out in 2019 by [49], it is shown that the promotion of soft skills constitutes a permanent objective of the first order during the preparation of subjects and the prioritization of the social link with the actors of tourism development in the territory, which allows a constant updating of the students’ knowledge and the development of their professional potential.
In the research presented by [57] in 2016 entitled “Integration Mechanism and Training System for the Tourism Industry” and the research carried out in 2018 by [55] entitled “Evaluation of the curriculum offered by the Amazon State University for the Tourism Engineering degree”, it is shown that relations between the university and tourism companies are key to the proper development of academic life and the performance of educational innovation. The active, reflective and participatory methods during the teaching–learning process promote the participatory nature, the debate for the search for solutions, problem-solving and decision-making by the students.
One of the outstanding experiences is related to the formal relationships established through collaboration agreements between the university, the actors and the tourism entities of the territory, which allows the quality of the educational teaching process and the professional training of the students to be achieved, in line with what has been analyzed by [52,53].
The importance of building new capacities and improving skills in the development of training actions that favor coordinated work between sectors in the interest of vocational training management is evident [20,21,22].
In Molina Ruiz’s research on the creation and development of learning communities, it was found that three components stand out in the learning process: collaborative learning, teacher learning and student learning. The main factor in learning communities is the tendency to learn by working together to improve the educational process. Teachers are committed to working and learning together by focusing their collective activity on student learning [96].

5. Conclusions

The results of the integral evaluation process, considering both the academic performance of the teachers and the level of satisfaction of the students studying the Bachelor’s Degree in Tourism at the Technical University of Manabí, support the application of teaching–learning methods that allow the integration of teaching innovation and teaching–learning methods for sustainable tourism development, as well as highlighting the desirability of extending the experiences and research results of the pedagogical team to other vocational training centers for tourism activities. This made it possible to fulfill the research objective and to answer the research questions formulated.
The theoretical contributions and good practices of sustainable tourism should be transversal to all types and modalities of tourism. The theoretical contributions derived from the research, its results and the discussion offer arguments that allow us to evaluate the experiences of the pedagogical group of the Bachelor’s Degree in Tourism of the Technical University of Manabí, in order to apply innovative teaching methods and procedures that allow us to achieve an integral professional training that responds to the objectives of sustainable development in the tourism sector and allows us to achieve the objectives of the 2030 Agenda.
The development of the research objectives allowed contributions to be made on the importance of valorizing the experiences of the pedagogical group of the Bachelor of Tourism degree at the Technical University of Manabí, as well as in the application of innovative teaching work methods and procedures aimed at achieving a comprehensive education of students for the sustainable development of tourism.
The scientific rigor of the research was guaranteed by the rigorousness of its complex theoretical and methodological design. The application of a mixed design allowed for the combination of the strengths of the qualitative and quantitative approaches, which guaranteed greater reliability and validity of the data. The appropriate type of sampling was ensured for the study population, which guaranteed its representativeness in the educational context studied. Robust statistical tools (SQL Server 2022 version 16.0) for the type of study and data analysis software were used for a rigorous interpretation of the findings. All of this allows for its application in future studies.
The relevance of the theoretical contribution of the research lies in its contribution to the strengthening of the complex theoretical framework for this type of study through critical–valuative analysis, integration and contextualization of existing theories on teaching innovation, collaborative learning based on greater interaction between teacher and students through new and varied ways of teaching and learning and theories on integrated learning and education for sustainable tourism development as a transversal pedagogical strategy for the training of the Bachelor of Tourism.
Furthermore, the practical contribution of the research is a fundamental result of the approach of innovative teaching activities integrated with teaching–learning methods capable of promoting student participation and protagonism based on disciplinarity, interdisciplinarity, transdisciplinarity, multidisciplinary and the relationship established between the objectives, contents, teaching methods, procedures, teaching methods, means of teaching and evaluation of learning centerd on tourism sustainability through education for sustainable development.
The versatility of the experiences and knowledge derived from the research facilitates the understanding related to the integration of the approaches used in teaching innovation, integrated teaching–learning methods and education for the development of sustainable tourism in diverse cultural contexts, which allows their application in different research contexts, given that they are contributions to novel teaching methods for the Bachelor’s Degree in Tourism that are perfectly applicable in the interest of achieving sustainable tourism development.
The research findings can be useful for the international scientific community as a contribution to the improvement of integrated teaching–learning methods in education for sustainable tourism development in the Bachelor’s Degree in Tourism in Latin American countries and the world that share socioeconomic and cultural characteristics similar to those of Ecuador. The methodological results, models and modes of action analyzed in the research can be used by other researchers in different educational contexts where Bachelor’s Degrees in Tourism are offered, provided that the relevant adaptations are made to each educational scenario.
The main limitation of the study is given by the insufficient knowledge of teaching innovation methodologies and integrative teaching–learning methods in the training of tourism professionals, which encourages a tendency to maintain traditional teaching methods aimed at the application of a banking education model, where the teacher transmits and deposits information in the student, limiting their cognitive potential, the development of thinking and creativity.
The little interrelation that exists between teachers, students, families and society makes the introduction of new teaching–learning methods difficult. The poor coordination and collaboration between universities and entities in the tourism sector lead to weak professional training for tourism graduates.
It is recommended that future research continue to delve deeper into the study of teaching innovation methodologies and teaching–learning methods integrated into the Bachelor’s Degree in Tourism, especially those related to the development of sustainable tourism and its socioeconomic, environmental and social impacts. in the governance of tourist destinations.

Author Contributions

Conceptualization, N.P.E., A.V.P. and M.R.N.L.; methodology, A.V.P. and N.P.E.; formal analysis, N.P.E., A.V.P. and S.d.M.R.C.; research, N.P.E., S.d.M.R.C. and M.R.N.L.; data curation, N.P.E., A.V.P. and M.R.N.L.; writing: preparation of the original draft, A.V.P. and N.P.E.; writing: review and editing, A.V.P. and N.P.E.; visualization, N.P.E. and A.V.P.; supervision, N.P.E., S.d.M.R.C. and M.R.N.L.; administration, N.P.E. and S.d.M.R.C. All authors have read and agreed to the published version of the manuscript.

Funding

The financing of the research and its publication was carried out with the authors’ own resources, for which they had their own budget of 4500 USD.

Institutional Review Board Statement

The study was conducted according to the guidelines of the Declaration of Helsinki, and approved by the Ethics Committee of the Faculty of Administrative and Economic Sciences of the Technical University of Manabí (Education Project for Sustainable Tourism Development).

Informed Consent Statement

Informed consent was obtained from all survey participants and teachers involved in the study.

Data Availability Statement

Data can be provided by the corresponding authors upon request.

Acknowledgments

The authors thank the authorities of the Technical University of Manabí, especially the teaching staff of the Bachelor of Tourism program for their collaboration during the research that made the work possible.

Conflicts of Interest

The authors declare that there are no conflicts of interest.

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Sustainability 16 08115 g001
Figure 1. Main directions to follow in the actions of the pedagogical group. Source: based on own elaboration [42,43,44,45,46,47].
Figure 1. Main directions to follow in the actions of the pedagogical group. Source: based on own elaboration [42,43,44,45,46,47].
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Figure 2. Diagram of the applied methodology. Source: self-made.
Figure 2. Diagram of the applied methodology. Source: self-made.
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Table 1. Integrating subjects of each level in the study plan.
Table 1. Integrating subjects of each level in the study plan.
LevelIntegrative SubjectSignificant Elements Resulting from the Research
1stIntroduction to the Tourism SystemArgue from theoretical, methodological and epistemological assumptions the relationship that exists between the components that are part of the tourism system for the establishment of cause-effect relationships.
2ndTourist Geography of EcuadorCompare differences and similarities of the regions and tourist destinations of Ecuador, emphasizing geographical location, resources and attractions.
3rdTourist Modalities IDiagnose the processes and sub-processes of tourism exploitation related to accommodation, apartments and restaurants based on case studies linked to the community in the tourism modalities studied.
4thRegional and Ecuadorian Cuisine Apply basic techniques and preparations in food preparation in regional and Ecuadorian cuisine.
5thTourist Modalities IIDiagnose, from the case study linked to the community, the tourism modalities II that are studied, the processes and sub-processes of tourist operation related to recreation, tourist entertainment and bar service.
6thQuality Management in Tourism Apply the standards, tools and techniques used in quality management in tourism companies and their statistical foundations.
7thIntegrated Management of Tourist Destinations Apply the main tools and good practices on the integrated strategic planning and management of sustainable tourist destinations.
8thSustainable Tourism VenturesDesign and execute sustainable tourism ventures in the areas of social and community tourism.
Source: own elaboration based on [48].
Table 2. Teaching work procedures as an alternative in the application of the collaborative teaching model.
Table 2. Teaching work procedures as an alternative in the application of the collaborative teaching model.
Teaching Work Procedures
Types of ProcedureActivitiesInstruments
Panels.Network meetings.Study of tourist communities.
Round tables.Problem-based learning.Presentation and evaluation of tourist services and products.
Debates.Interinstitutional scientific meetings.Checklists and process audits.
Forums.Pre-professional guided scientific visits.Verification of standards and procedure manuals.
Seminars.Link with the community.Inventories of resources and tourist attractions.
Discussion groups.Video filming.Degree projects.
Conversations.Competencies and display of skills of various operational processes.Visits to museums and work centers, tourist routes and guided tours of cultural and natural heritage.
Conferences.Practical classes to develop skills.Process monitoring.
Virtual tutorials.Experimentation projects.Presentation of papers.
Case studies.Community linkage projects.Participatory diagnoses.
Meetings with clients, familiarization groups, FAM and travel agents.Evaluation of satisfaction rates.Monitoring and feedback in destinations, hotels and restaurants in tourist sites.
Application of survey systems and feedback systems.Website design and monitoring.Study of tourist image in social networks.
Market study and research.Application of integrated project management tools.Presentation of tourism projects.
Creation of ventures.Application of SWOT matrix and other hotel management tools.Evaluation of tourism sustainability indicators.
Practical application in different tourism modalities with emphasis on sustainable tourism.Study of good international practices in sustainable tourism.Poster presentation.
Source: self-made.
Table 3. Results of the Likert scalogram by groups of actors in each of the items.
Table 3. Results of the Likert scalogram by groups of actors in each of the items.
ItemsSampleLa OK
(4 Points)		I Have No Opinion
(3 Points)		In Disagreement
(2 Points)		Strongly Disagree
(1 Point)		Total PointsArithmetic Average
110285150204894.79
210278102844544.45
3102413720581911.87
410284102424764.66
510279151434694.59
610280122534674.57
710275162544594.50
81020338881251.22
910286102314834.73
1010283150314824.72
1110284140224824.72
1210231015831321.29
1310281103444664.56
1410288100224864.76
1510280113534664.56
Source: self-made.
Table 4. Average values of the scores for each group of items.
Table 4. Average values of the scores for each group of items.
ItemsElderly
Punctuation		Minor
Punctuation		Average of the Scores of the 5 Items
Items 1 to 5 (Learning in contact with the teacher)4.791.874.07
Items 6 to 10 (Autonomous learning)4.731.223.94
Items 11 to 15 (Experimental practical learning)4.761.293.97
Source: self-made.
Table 5. Average of the grades obtained by ten teachers in the competencies evaluated in each of the periods.
Table 5. Average of the grades obtained by ten teachers in the competencies evaluated in each of the periods.
Evaluated CompetenciesEvaluated Periods
October 2021–
February 2022		May 2022–
September 2022		October 2022–
February 2023		May 2023–
September 2023		October 2023–
January 2024
Mastery of the contents of the subject.4.04.14.14.34.5
Teaching methodologies used.4.24.24.34.54.8
Use of new information and communication techniques.4.24.24.34.34.4
Exercise of tutoring and evaluation of learning.3.94.34.74.85.0
Ethical attitudes and interpersonal relationships.4.34.64.84.85.0
Source: self-made.
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Pelegrín Entenza, N.; Naranjo Llupart, M.R.; Ruiz Cedeño, S.d.M.; Vázquez Pérez, A. Teaching Innovation and Teaching–Learning Methods for Sustainable Tourism Development Education in the Bachelor of Tourism Degree. Sustainability 2024, 16, 8115. https://doi.org/10.3390/su16188115

AMA Style

Pelegrín Entenza N, Naranjo Llupart MR, Ruiz Cedeño SdM, Vázquez Pérez A. Teaching Innovation and Teaching–Learning Methods for Sustainable Tourism Development Education in the Bachelor of Tourism Degree. Sustainability. 2024; 16(18):8115. https://doi.org/10.3390/su16188115

Chicago/Turabian Style

Pelegrín Entenza, Norberto, María Rosa Naranjo Llupart, Sebastiana del Monserrate Ruiz Cedeño, and Antonio Vázquez Pérez. 2024. "Teaching Innovation and Teaching–Learning Methods for Sustainable Tourism Development Education in the Bachelor of Tourism Degree" Sustainability 16, no. 18: 8115. https://doi.org/10.3390/su16188115

APA Style

Pelegrín Entenza, N., Naranjo Llupart, M. R., Ruiz Cedeño, S. d. M., & Vázquez Pérez, A. (2024). Teaching Innovation and Teaching–Learning Methods for Sustainable Tourism Development Education in the Bachelor of Tourism Degree. Sustainability, 16(18), 8115. https://doi.org/10.3390/su16188115

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