Conceptualization of Sustainable Tourism: A Curriculum Innovation Perspective

Abstract

Previous studies on innovative courses have found that information on the elements of sustainable tourism is still lacking. To fill this research gap, this study examined the concept of sustainable tourism by focusing on two innovative courses titled “Seminar on Sustainable Tourism” and “Management and administration of Ecotourism”. Thirteen graduate students taking one of these courses were recruited as respondents for this study. The Zaltman metaphor elicitation technique (ZMET) was used to analyze photographs taken by the respondents and illustrate how graduate school students perceive sustainable tourism. The ZMET surveys were conducted in the 3rd week and 9th week and between the 17th and 18th weeks to represent the first and second semester, respectively. The results of the analysis illustrated that sustainable tourism involves constructs related to the natural environment and caring for wildlife, environmental conservation, sociocultural sustainability, natural and cultural experiences, perspectives on the environment, and government and policy. Four consensus maps were developed regarding environmental concerns, responsible behaviors, learning experiences, and reflections on sustainable tourism. Finally, the author concluded that when graduate students develop ecotourism itineraries, increase their environmental awareness, gain relevant learning experience, and exhibit reflective engagement, they experience positive feelings that benefit their environmental awareness, environmental attitude, sensory emotions, and reflective engagement, ultimately leading to pro-environmental or ecotourism behaviors that may subsequently boost sustainable tourism practices.

1. Introduction

Tourism in general is one of the most important and fastest growing industries in the world, accounting for approximately 10% of world GDP, 7% of global trade, and one in ten jobs [1]. Although tourism can be an important means of poverty alleviation via its upstream and downstream effects, it also has many negative effects, such as increased CO₂ emissions, carbon footprints, and ecological footprints from transportation, accommodation, and food miles [1,2], as well as increased environmental pollution [3], reduced biodiversity [4], and increased crime, which poses a threat to local cultures [5]. Sustainable tourism is necessary in order to increase tourism’s benefits and reduce its negative impacts.

Sustainability in tourism includes economic, sociocultural, and environmental aspects and is applicable to all types of tourism and destinations [1]. As the basis for determining sustainability in nature-based tourism destinations, the three pillars of economic, sociocultural, and environmental sustainability have been the most frequently assessed [6]. Developing sustainable tourism is the responsibility of all stakeholders in the tourism sector [1]. Lee and Hsieh [7] identify 141 indicators related to sustainable wetland tourism by using the fuzzy Delphi approach and subsequently assess their relative weights using an analytic hierarchy process. To assess sustainable tourism development, Lee and Lee and Jan [8] examine residents’ perceptions of sustainability in tourism with regard to economic, sociocultural, environmental, and life satisfaction aspects based on tourism area life cycle theory.

With regard to efforts to promote sustainable tourism and ecotourism, environmental education represents an important strategy for cultivating environmental literacy among students [9]. In the context of environmental education, direct and indirect experiences can reinforce students’ environmental knowledge, attitudes, and behaviors [10]. However, no study has effectively assessed the effects of students’ indirect and direct experiences on their subsequent incorporation of sustainable tourism practices. There is also insufficient research into how a course relevant to sustainability, such as ecotourism or sustainable tourism, could benefit from a mixed approach, including indirect experience in the form of sustainability knowledge and direct experience acquired through outdoor education programs at nature-based tourism destinations. Additionally, although a qualitative approach utilizing the Zaltman metaphor elicitation technique (ZMET) [9] has been effectively applied for assessment in environmental psychology and cultural studies, as it can help in extracting diverse and meaningful data, its applications in assessing sustainable tourism via curriculum innovation have been limited. ZMET is an effective approach to assessing individuals’ hidden inner thoughts [11]. Scholars have used ZMET to elucidate cuisine inheritance from a tourist’s perspective [12,13], so it could be useful in assessing participants’ experiences. Thus, introducing ZMET as an approach to conceptualizing sustainable tourism from a curriculum innovation perspective could fill the existing research gap.

To promote curriculum innovation, in this study, the author used lectures (indirect experience) and a keynote speech and field trips (direct experience) to enhance students’ environmental literacy regarding sustainable tourism. Moreover, at the end of the course, graduate students were recruited as respondents in qualitative research on the concepts of sustainable tourism and ecotourism. This approach allowed graduate students to reflect on their behaviors and describe sustainable tourism and ecotourism. Several studies have suggested that reflective engagement is crucial in improving individuals’ environmental behavior [14,15,16]. Accordingly, the implementation of such a curriculum may support sustainable tourism and ecotourism. Thus, the present study aims to assess innovative courses on sustainable ecotourism and ecotourism in an educational context, employing the ZMET approach to assessing the conceptualization of sustainability via the integration of direct learning to build environmental knowledge and direct experience of nature-based destinations through outdoor education programs.

2. Literature Review

2.1. Sustainable Tourism

As concerns grow regarding greenhouse gas emissions and destination degradation, the negative impacts of tourism are attracting increasing attention in scholarly and practical contexts [17,18]. In the face of serious environmental problems, the World Commission on Environment and Development [19] has argued that development should meet the needs of present generations without compromising those of future generations. Scholars have described the dimensions of sustainable development at destinations based on the triple bottom line approach, which refers to the sustainability of environmental, sociocultural, and economic factors at a destination [8,20,21]. Additionally, for residents of tourist destinations, well-being [8], policy and technology [22], and long-term planning and the maximization of community participation [23] have been identified as relevant dimensions. From a destination management perspective, service quality, facilities, environmental outcomes, management systems [24], and governance [25] are important in achieving sustainable destination development. Accordingly, from a sustainable tourism business perspective, performance, human resources and government policy are important [7].

Sustainable tourism has been discussed in relation to other tourism types over the last several decades. Sustainable wildlife tourism was introduced to help ensure residents’ continued livelihood and limit hunting to protect wildlife species, thus balancing both sets and needs [26]. In a community-based tourism context, scholars have recommended bottom-up development instead of top-down development in an effort to ensure that residents can participate in tourism development to achieve sustainable tourism [27]. Moreover, communicating and negotiating with all stakeholders to achieve consensus and collaboration can maximize the benefits of tourism and minimize its costs and negative impacts [28,29].

2.2. Ecotourism

According to the definition of the International Ecotourism Society (TIES), ecotourism ensures the sustainable development of destinations, as well as providing learning experiences for tourists [30]. By providing experiences with the local environment, along with various other activities, residents and managers can evaluate a destination’s economic, cultural, and environmental sustainability, to assess progress in reaching the goal of sustainable tourism [8]. Additionally, tourists can have powerful learning experiences through ecotourism, which may help them to appreciate and empathize with local resources and culture, leading them to engage in positive environmental behaviors [16].

Ecotourism development could assist in decreasing poverty in rural communities [31,32] because it provides a more diverse range of jobs than traditional tourism and can thus increase local residents’ economic development and promote environmental conservation in their community [33]. In several developing countries, ecotourism provides economic opportunities for local residents; therefore, it is seen as a strategy for alleviating poverty [34]. The best ecotourism development practices remain unclear, mainly due to the need to find a balance among benefits to residents, the local economy, and natural ecosystems, as well as a general lack of relevant knowledge and development experience [35]. Scholars have suggested that stakeholder collaboration [34] and resident participation [36] are crucial in sustainable community tourism development. Previous studies have focused on assessing the sustainability of ecotourism development, including aspects such as development indicators [7,37,38] and resilience systems [39,40].

2.3. Direct vs. Indirect Tourism Experience

Nature-based tourism destinations provide learning opportunities for tourists, allowing them to appreciate and empathize with natural resources, which in turn may prompt them to engage in pro-environmental behavior [14]. Duerden et al. [10] developed an experience-type framework, suggesting that extraordinary experiences, that is, transformative experiences, may provoke emotions, discoveries, and behaviors, thereby changing individuals’ perceptions. As such, tourists may change their behavior due to recreational experiences [16]. Moreover, previous studies have suggested that recreational experiences represent an effective way to elicit pro-environmental behavior [14,41]. In particular, in the context of children’s environmental education, outdoor activities can help children connect to nature and engage in pro-environmental behaviors [42]. Accordingly, experiences with nature stimulate individuals’ emotional and cognitive reactions, which may encourage them to engage in pro-environmental behavior [43].

Schönfelder and Bogner [44] suggest that both direct experience and e-learning tools contribute to students’ acquisition of environmental knowledge and environmental attitudes in the short and medium terms, while direct experience may elicit more emotional reactions than e-learning tools. Provoking environmental emotions from students may lead to increased pro-environmental behaviors and ultimately facilitate sustainable destination development [45]. Duerden and Witt [10] indicate that environmental knowledge is generally provided to students before they attend outdoor activities, which may represent a powerful mechanism for changing their environmental behaviors. In addition to providing relevant direct and indirect experiences, teachers must also ask questions and prompt students to reflect on environmental situations and problems, which may change students’ behavior in the long term [46] by provoking thought and reflective engagement, increasing their daily pro-environmental behaviors and assisting in the development of sustainable tourism [13].

2.4. Curriculum Innovation

To bridge the gap between traditional academic teaching and the demands of an increasingly diverse educational landscape, curriculum innovation in higher education involves transforming curriculum elements via adjusting what content is taught, how teachers and students interact, and how teaching programs are planned, to meet the needs of students, industries, society, and sustainability [47,48,49].

Recently, the Ministry of Education (MOE) of Taiwan has provided financial support to universities and professors to promote diverse curriculum innovations, such as educational practices designed to strengthen teaching quality and practical abilities among teachers and students [50].

Scholars have elucidated that interpretation services are positively and significantly related to reflective engagement, as well as ecotourism behavioral intentions, such as specific ecological and learning behaviors [14,16]. Moreover, outdoor education programs can not only effectively enhance students’ reflective engagement in learning experiences and promote pro-environmental behaviors but also improve teachers’ abilities to create dynamic learning environments that are beneficial in sustainable development [16,51]. Accordingly, introducing curriculum innovation relevant to tourism courses with multiple field trips (i.e., outdoor education programs) is important in assessing sustainable tourism and can improve students’ practical abilities, reflective thinking, and academic performance.

3. Methodology

Taking photographs can help individuals remember their travel experiences with regard to a specific destination and reflect their mental images [52]. The description of a photograph could provide preliminary information and a stimulus in addition to affecting other psychological characteristics in an individual [53]. Zaltman [54] developed a research approach for investigating individuals’ hidden innermost feelings and thoughts, i.e., ZMET, which employs a mixed approach that combines non-text language (including visual projection techniques) with texts (including in-depth interviews) to elucidate the indirect transmission of innermost thoughts via verbal expressions [12,55]. Considering that sustainable tourism involves complex emotions, experiences, and actual actions, in this study, the author used ZMET to elucidate respondents’ deep-set attitudes and to encourage them to share pro-environmental experiences both on a daily basis and in the context of travel. Graduate school students who had completed a bachelor’s degree and were pursuing master’s studies focusing on specialized knowledge relevant to curriculum innovation, such as leisure and sustainable tourism, were invited to participate, enabling us to conduct in-depth research to effectively assess sustainability in tourism.

The author developed a “Teaching Practice Courses for Sustainable Tourism” course that included four field trips comprising outdoor education programs at nature-based tourism destinations (Sun-Link-Sea forest resort, Taomi ecological village, Toushe living basin wetland, and the Linpei community) in connection with the course, alongside experience-based learning at the graduate school. The aim of this course was to increase interest in learning and promote low-carbon tourism experiences, ecotourism management, eco-environmental innovation, and socio-cultural sustainability, with the ultimate goal of encouraging students to develop their practical abilities in the context of sustainable tourism and ecotourism.

With regard to sustainable tourism, it has been found that relevant curriculum innovations incorporating outdoor education programs providing students with environmental interpretation and nature-based recreational experiences could enhance reflective engagement and pro-environmental behavioral intentions and help develop the concept of sustainable tourism [16].

To ensure that participants focused on experiential learning and sustainable tourism from a curriculum innovation perspective, the author developed two teaching practice courses: one on sustainable tourism was made available in the first semester, and one on “ecotourism” was made available in the second semester. All students who participated in these teaching practice courses were approached and recruited as potential respondents for a research project that used a ZMET survey approach to assess learning in sustainable tourism among graduate school students. Overall, 13 informants were recruited using a purposive sampling approach (i.e., those who attended all the outdoor education programs were selected; Table 1). Surveys were conducted Between October 2019 and January 2020; Between March 2020 and June 2020, i.e., in the 3rd week and 9th week and between the 17th and 18th weeks, representing the first and second semester, respectively.

Scholar recommended that the appropriate sample size for qualitative studies is located between 5 and 50 interviewers [33]. Considering a theoretical explanation concerning saturation for a qualitative study was warranted [56], the author did the best effort to collect 13 representative students to perform the present survey.

Table 1. Profiles of the ZMET participants.

Participants	Gender	Age	Education	Occupation
A	Female	30~39	Graduate school student	Service industry labor
B	Female	20~29	Graduate school student	Student
C	Female	40~49	Graduate school student	Government employee
D	Female	40~49	Graduate school student	Medical personnel
E	Male	50~59	Graduate school student	Business
F	Male	20~29	Graduate school student	Sports coach
G	Female	40~49	Graduate school student	Teacher
H	Male	50~59	Graduate school student	Teacher
I	Female	30~39	Graduate school student	Teacher
J	Female	20~29	Graduate school student	Teacher
K	Female	20~29	Graduate school student	Teacher
L	Female	30~39	Graduate school student	Medical personnel
M	Male	50~59	Graduate school student	Service industry labor

Table 1. Profiles of the ZMET participants.

Participants	Gender	Age	Education	Occupation
A	Female	30~39	Graduate school student	Service industry labor
B	Female	20~29	Graduate school student	Student
C	Female	40~49	Graduate school student	Government employee
D	Female	40~49	Graduate school student	Medical personnel
E	Male	50~59	Graduate school student	Business
F	Male	20~29	Graduate school student	Sports coach
G	Female	40~49	Graduate school student	Teacher
H	Male	50~59	Graduate school student	Teacher
I	Female	30~39	Graduate school student	Teacher
J	Female	20~29	Graduate school student	Teacher
K	Female	20~29	Graduate school student	Teacher
L	Female	30~39	Graduate school student	Medical personnel
M	Male	50~59	Graduate school student	Service industry labor

3.1. Data Collection

The ZMET interview process involved four sub-procedures, which are described below.

3.1.1. The Respondents Were Provided with an Outline of the Study

Firstly, in the third week, the participants were informed about the study’s purpose, method, and approaches. In the middle of the course (i.e., during the 9th week), the respondents were asked to collect photographs relevant to topics pertaining to sustainable tourism and/or outdoor education programs, as well as their own experiences of environmentally responsible behaviors or ecotourism behaviors pertaining to experience-based learning. In the final stage of the course (i.e., between the 17th and 18th weeks), they were asked to individually prepare eight to ten photographs relevant to sustainable tourism or ecotourism to help them express their opinions more easily and comprehensively.

3.1.2. The In-Depth Interviews

To ensure that the qualitative data were accurate, during the interviews, the research assistants were substituted with a discussion partner, who listened to the respondents and, as needed, questioned them without disturbing them. The interview guidelines included several parts: research purposes, an initial greeting, the ZMET method, interview guidelines, focused specific questions with critical details, and a conclusion that promoted further discussion. Ethical considerations such as privacy, safety, and confidentiality were upheld during the interview process.

Participants’ photographs were employed in individual in-depth interviews approximately one week after they were taken. Each interview lasted approximately one hour and was recorded and transcribed. The ten steps in the ZMET method are as follows: storytelling, identifying missing images, completing a sorting task, eliciting constructs, identifying the most representative photographs, identifying opposing images, identifying sensory images, creating a personal mental map, identifying a summary image and vignette, and creating consensus maps.

3.1.3. The Relationships Among Constructs

The constructs were coded independently by the author and two research assistants to fully reflect each aspect that constituted the conceptualization of sustainable tourism. Several constructs were identified based on the respondents’ experiences. Each construct was defined by the respondents and then interpreted by the author and two research assistants. The relationships among constructs were identified by a qualitative process involves ZMET interviews and photograph analysis, connecting their complex emotions, experiences, and actual actions regarding sustainable tourism. The relationship between two constructs could only be considered as a construct if mentioned by one-quarter of the total number of respondents; otherwise, they are considered “independent constructs”, and the relevance was not identified.

3.1.4. The Consensus Maps

After the crucial constructs were analyzed, their relationships with one-quarter of all constructs were employed to form consensus maps. These maps were employed to examine the respondents’ perspectives and identify common constructs. Thus, by collecting one-third of the constructs elicited from respondents using the ZMET approach, the final consensus maps were created.

The final results are shown here in different ways, including an illustration of the relationships among the constructs in terms of perceptions of sustainable tourism and attitudes among participants, as well as a short summary.

3.1.5. Data Analysis

All interviews were transcribed and analyzed to elucidate the concepts that participants used to address their direct-indirect experiences, thoughts, and behaviors. Transcription was carried out verbatim after listening to the interview recordings multiple times. The interview transcripts were then sent to the interviewees individually to reconfirm that each transcription was correct. The accuracy rate reached approximately 98%. To ensure inter-rater reliability, the author and two research assistants (who had been trained through the ZMET training protocol) collaborated to code and analyze the data.

The author employed thematic and content analysis to identify respondents’ perceptions of sustainable tourism. The authors and research assistants independently read, reread, classified, and re-classified the qualitative data into several themes. Any discrepancies among the researchers were resolved through repeated discussion until a consensus was reached.

Applying the ZMET approach, the author employed respondents’ photographs and storytelling to explore and uncover deep thoughts, feelings, experiences, and environmental actions/behaviors and subsequently revealed hidden meanings of sustainable tourism.

Firstly, the author and research assistants collected high-frequency keywords that appeared in the verbatim transcript to develop the constructs proposed by each respondent. Next, we merged and sorted out constructions with similar attributes and confirmed which constructs matched the original meaning of the verbatim transcript. Finally, a consensus map was created, assessing constructs addressed by 1/3 of the total number of respondents [53].

The author used Kelly’s repertory grid approach [57] to identify the connections among respondents’ personal constructs and to develop the structural mental models. The causal constructs were identified using Microsoft Excel. Moreover, Photoshop was used to assess and summarize attitudes and behaviors.

The trustworthiness of the survey data was confirmed using investigator triangulation (the author and two research assistants) to evaluate credibility, confirmability, and transferability [58]. To ensure accurate qualitative data, during the interviews, the researcher assistants were substituted with a discussion partner who listened to the respondents and, as needed, questioned them without disturbing them. Transcription was carried out verbatim after listening to the interview recordings multiple times. The interview transcripts were then sent to the interviewees individually to reconfirm that each transcription was correct. To confirm the accuracy of the interview transcripts, cross-checks were carried out by the author and two research assistants.

4. Findings

Six common cognitive topics were identified based on the cognitive maps created by the respondents. By connecting constructs and structuring personal mental maps, consensus maps were created.

4.1. Influence Analysis of the Consensus Maps

Overall, 27 constructs were drawn from interviews with 13 respondents. Four constructs (i.e., environmental concerns, responsible behaviors, learning experiences, and reflection on sustainable tourism) mentioned by four or more respondents (N ≥ 4) were included in the consensus maps (Table 2). Figure 1, Figure 2, Figure 3 and Figure 4 show how the consensus maps were constructed in terms of the originator, connector, and destination constructs. The analytical results pertaining to the consensus maps are depicted below.

4.1.1. Environmental Concerns

Figure 1 illustrates the consensus map regarding environmental concerns. The interviewees recalled memories from their travel experiences that were linked to photographs of their travels with their family, friends, colleagues, and classmates. The interviewees were asked to provide a number of photographs of the natural environment and wild animals and plants taken during their travels. When discussing ecotourism itineraries and their perspectives on sustainability, they mentioned the ideas of environmental sustainability and ecological balance.

Figure 1. The consensus map for environmental concern.

Figure 1. The consensus map for environmental concern.

“By ecotourism activity, we think how can we do our best to protect the diversity of the earth ecosystems to maintain the environmental as well as ecological sustainability”

(Interviewees A and I)

“By an outdoor education program for ecotourism, we are encouraged to perform pro-environmental behaviors to protect the environment of the destination that can reduce negative impacts of the wildlife habitat and subsequently maintain the ecological balance”

(Interviewee C)

Table 2. Construct list.

Construct	Respondents	n
Negative damage	ABCDEFGHIJKLM	13
Natural environment	ABCDEFGHIJKM	12
Environmental sustainability	ABDEFHIJKLM	11
Negative impact	ABCDEFGHIJL	11
Protection	ABDFGHIKLM	10
Reflection	ABEFGHIJKL	10
Capacity control	ACDEFGIJKL	10
Sustainable tourism	ABDEFIJKLM	10
Wild animals and plants	ABDFGHJLM	9
Ecological balance	CDEFGJKLM	9
Environmental education	ABFGIJKLM	9
Economic activities	AEFGHIJKL	9
Ecotourism itinerary	ABDEGJKM	8
Conservation	ABFGHIJL	8
Nature experience	BDEGHJKM	8
Commercial development	ACEFHIJL	8
Sensory emotions	DEFHJLM	7
Energy (resource) shortage	CEFGHJL	7
Government declaration/policies	BEFGIKL	7
Humanistic, social, and cultural experience	BDFIKM	6
Environmental attitude	DEGIL	5
Responsible behavior	GHKLM	5
Learning	BIKLM	5
Cultural activities	BDIKM	5
Cultural inheritance/cultural sustainability	FGIKM	5
Environmental awareness	DEHI	4
Climate change/global warming	FGHL	4

Table 2. Construct list.

Construct	Respondents	n
Negative damage	ABCDEFGHIJKLM	13
Natural environment	ABCDEFGHIJKM	12
Environmental sustainability	ABDEFHIJKLM	11
Negative impact	ABCDEFGHIJL	11
Protection	ABDFGHIKLM	10
Reflection	ABEFGHIJKL	10
Capacity control	ACDEFGIJKL	10
Sustainable tourism	ABDEFIJKLM	10
Wild animals and plants	ABDFGHJLM	9
Ecological balance	CDEFGJKLM	9
Environmental education	ABFGIJKLM	9
Economic activities	AEFGHIJKL	9
Ecotourism itinerary	ABDEGJKM	8
Conservation	ABFGHIJL	8
Nature experience	BDEGHJKM	8
Commercial development	ACEFHIJL	8
Sensory emotions	DEFHJLM	7
Energy (resource) shortage	CEFGHJL	7
Government declaration/policies	BEFGIKL	7
Humanistic, social, and cultural experience	BDFIKM	6
Environmental attitude	DEGIL	5
Responsible behavior	GHKLM	5
Learning	BIKLM	5
Cultural activities	BDIKM	5
Cultural inheritance/cultural sustainability	FGIKM	5
Environmental awareness	DEHI	4
Climate change/global warming	FGHL	4

4.1.2. Responsible Behaviors

Figure 2 shows the consensus map for responsible behaviors. While participating in ecotourism and exploring a destination, individuals thought about protecting the natural environment. Watching or interacting with wildlife in the natural ecosystem reminded tourists about the importance of conserving their destination. The respondents further described the environmental awareness or environmental attitudes that tourists should have and the importance of environmental education, expressing the hope that everyone could respect the Earth’s ecosystems and environment by participating in sustainable development.

“According to the course of “sustainable tourism” during the field trip of Sun-Link-Sea Forest Ecological resort, the environmental teacher explained how the environment conservation for their recreational setting as environment education can increase not only the environmental knowledge but also the pro-environmental behavior”

(Interviewee J)

“Course of sustainable tourism, professor focused on the sustainability education along with experiencing nature-based destination to let us know that perform ecological behavior is important for our earth.”

(Interviewees C and M)

Figure 2. The consensus map for responsible behavior.

Figure 2. The consensus map for responsible behavior.

Figure 3. The consensus map for learning experience.

Figure 3. The consensus map for learning experience.

4.1.3. Learning Experiences and Cultural Inheritance

Figure 3 illustrates the consensus map for learning experiences and cultural inheritance. The natural environment and cultures in different destinations are unique, which is valuable for exploration and learning. Experiences with the natural environment and unique cultures through participation in nature-based tourism or cultural activities elicit sensory emotions, such as awe, joy, shock, compassion, and peace of mind, in tourists, leading to a belief in the value of the natural environment and cultural heritage.

“Visited the Formosan Cultural Village to experience the diverse aboriginal culture, I learned about the Paiwan’s traditional foods, shared drinking culture, rituals, and customs. Moreover, I entered the flagstone houses to learn the house structure and space and reflect the emotion connection between I and the Paiwan’s people. The moment I think that it is an important work to promote the Paiwan’s cultural inheritance and culture sustainability”.

(Interviewees K and M)

4.1.4. Reflection on Sustainable Tourism

Figure 4 shows the consensus map for sustainable tourism reflection. To promote tourism, the government can plan and extend land development and transportation construction, and the private sector has already invested significant funds in various commercial and economic activities. These human developments have frequently impacted the living spaces or habitats of wildlife and plants and have had negative impacts such as direct damage, pollution, destruction, and garbage accumulation. Therefore, considering the scarcity of nonrenewable energy and the increasingly serious effects of climate change, global warming and other such phenomena, in light of an increasing frequency of natural disasters, the interviewees highlighted the importance of reflection and noted that they expect the government to regulate carrying capacity and enact policies such as legislative district management to help humans coexist with nature by promoting sustainable tourism development.

“Tourism development may lead to heavily negative impacts of a beautiful tourist destination! Moreover, owing to extreme climate change cause our tourism and daily decrease. We should rethink and reflect the environment management to control our environment as well as the tourist destination to avoid the negative impacts such as the crowds of tourists could let the destination not to be sustainable development.”

(Interviewee A)

“Traveling to a destination, I frequently think that the sustainable tourism development is essential for human development. Our government, residents and all the stakeholder should decrease the environmental impacts and conserve natural environment of a tourist destination for sustainable tourism.”

(Interviewee L)

Figure 4. The consensus map for sustainable tourism reflection.

Figure 4. The consensus map for sustainable tourism reflection.

4.2. Constructs Pertaining to Sustainable Tourism

4.2.1. The Natural Environment and Caring for Wildlife

The natural environment was identified as the most important component of sustainable tourism by most interviewees. The concept of sustainable tourism emphasizes ecological conservation and the promotion of sustainable development as its ultimate goal. Thus, we should consider the maintenance of the natural environment, the protection of wildlife to ensure ecosystem balance, and the continuing sustainable development (with data integrated from Interviewee A, C, D, F, G, and L).

“Although people can peacefully coexist with wildlife in the same environments or ecosystems, we must be more considerate of these wild animals because they also have the right to live on the earth. We cannot say that “sustainable tourism” considers only our own economic development or our own convenience but does not consider avoiding destroying their original habitats or their places of survival.”

(Interviewee F)

“The most important thing for sustainable development is not only preserving wild animals and plants but also maintaining the environment of the entire earth. Considering the future environment and ecosystem of human beings and wildlife, an eco-environmental value offers more than economic value. Individuals, organizations, and governments should do our best to preserve ecosystems and wildlife as well as natural recreation/tourism resources. Then, promoting ecotourism programs is indeed beneficial to the natural environment.”

(Interviewee L)

4.2.2. Environmental Conservation

Sustainable tourism is a type of responsible tourism that emphasizes the relationship between people and the environment. It stimulates tourists’ environmental awareness and their desire to protect tourism destinations and maintain the species diversity of their destination’s ecosystems. However, it requires investment in experiences and environmental education. Through this type of tourism, participants can learn about and explore local historical and cultural resources, as well as the natural environment. Through in-person observations and recreation experiences at their destination, tourists may be prompted to engage in environmentally responsible behaviors to reduce the overall impact of their tourism and recreational activities and thus ensure that environmental conservation and local development can continue (with data integrated from Interviewees A, B, I, F, G, and J).

“The more protected wildlife is, the greater the economic benefits. In fact, while we are developing the economy, we can also take care of ecological conservation. For example, one destination of our field trip, i.e., Sun-Link-Sea Forest Ecological Resort, practices eco-environmental innovation and environmental conversation and recently developed wildlife tourism (e.g., firefly watching ecotourism), which attracts more visitors and significantly increases their economic benefits”

(Interviewees A and J)

“To better maintain the balance of natural ecology, laws and regulations, education and publicity on conservation are crucial. Strengthening the preservation of the natural environment means that the natural environment can continued to be developed and can thus create a harmonious and sustainable environment.”

(Interviewee F)

“Pre-departure education about self-contained underwater breathing apparatus diving for tourists on Liquid Island can offer protection and sustainable tourism to the island.”

(Interviewee I)

4.2.3. Sociocultural Sustainability

The development of sustainable tourism and ecotourism requires people to learn about and perpetuating cultural inheritance. By participating in cultural celebrations and recreational experiences, tourists can reflect on their sensory experiences and emotions regarding their destination in relation to cultural heritage and sustainable development (with data integrated from Interviewees B, C, E, F, and M).

“The natural environment and characteristics of local culture are important elements and assets that have been preserved for a long time by our predecessors.”

(Interviewee F)

“Aboriginal culture is significantly related to ecotourism because aboriginal people have this culture, and people interested in this culture will visit the aboriginal community and learn about this unique culture. This culture prompts them to travel there and then ultimately gain a deeper understanding.”

(Interviewee B)

4.2.4. Nature and Cultural Experiences

Experiences with the natural environment, literature, art, society, and culture help individuals develop a desire to protect nature and preserve indigenous cultures. Through personal experiences, tourists can develop positive attitudes toward the development of sustainable tourism (with data integrated from Interviewees A, B, C, E, F, J, and M).

“In this firefly watching experience activity, the interpreter tells us that we must not use strong lights and that we must use red cellophane to wrap the flashlight, which can lower its brightness and have less impact on the fireflies’ mating behaviors. So, I think this interpreter could remind visitors to take sustainable tourism actions like that. This field trip indeed allowed me to learn knowledge regarding environmental impact and sustainability management through experiential learning”

(Interviewee J)

“When I visited the Formosan Cultural Village to experience the aboriginal culture, I learned about prayer from a pulingaw, learned about the rituals and customs of various ethnic groups, and ate aboriginal special dishes of bamboo rice. Moreover, I could enter the flagstone houses based on the pattern of aboriginal settlements, learn knowledge regarding their traditional spatial configuration and house structure. In an instant, I felt as if I had entered the space of the aboriginal community environments. It was a memorable aboriginal cultural experience.”

(Interviewee B)

4.2.5. Environmental Reflection

Tourism development and sustainability efforts may sometimes have contradictory aims. Thus, achieving a balance among economic development, environmental sustainability, and sociocultural sustainability is crucial. Humans have developed many commercial activities, such as mass tourism, that can affect wildlife habitats and ecosystems. Over-tourism impacts the natural environment and wildlife and can even significantly affect humans’ living environments. Accordingly, the benefits of environmental reflection have been intensively debated. Reflections on humans’ coexistence with nature and, furthermore, environmental conservation have thus become major contemporary issues (with data integrated from Integrated Interviewees B, D, F, H, and K).

“Tourism development is a double-edged sword! Because of human intervention, everyone knows about this place, helping the local area prosper and ensuring its survival, but it also has a lot of negative impacts, so we need to think about the balance between benefits and costs for a tourist destination.”

(Interviewee B)

“The earth is very beautiful. How to protect and maintain its beauty should not only be a question in daily life and when while traveling to a destination but should also take into account technological development and strengthen our awareness of environmental protection and risks to the natural environment. Regarding the natural environment, we must reflect on it.”

(Interviewee H)

4.2.6. Government and Policy

The policies and actions of governments are undoubtedly an important factor in sustainable development. Climate change, global warming, and ecological destruction have been ongoing, and both government and non-governmental organizations undoubtedly play important roles in resolving these issues in connection with sustainable tourism (with data integrated from Integrated Interviewees A, F, H, I, and L).

“Recently, several negative impacts of climate change have disrupted human beings and ecosystems. The government can use policies or laws and regulations to implement the practice of environmental protection to reduce the warming effects of climate change and ultimately achieve sustainable development in local areas.”

(Interviewee F)

“The government and policy play important roles in sustainability management. For example, maybe because of political operations, farm ponds in wetlands may be converted into construction land, or land for other purposes may be changed, and then the farm ponds in wetlands that have been developed as a protected area will be lost. Then, our species diversity and recreation resources will decrease again, which is not good for the stability of the ecosystem and the environment.”

(Interviewee I)

4.3. Summary Images and Illustrations

Table 3. Vignettes of respondents’ photographs.

Respondent	Images of vignettes
A	The word “ecology” reminds me of everything in nature. In the course, I think about how to promote ecotourism from the perspective of sustainable development. While developing the economy, as long as the capacity can be considered in advance, the ecology can be taken into account simultaneously.
B	Human beings have injured nature and the organisms in it when engaged in tourism activities. All of these will also counterattack humans, so we must cherish everything that nature has given us.
C	Taiwan is beautiful. I hope that this beautiful land, which God has given us can be retained. Only in this way, we can continue to enjoy the beauty of this world.
D	The most important thing to enjoy nature is keeping the concept and behavior of protecting the local environment and not destroying the local ecology wherever you go for leisure and tourism. Only by maintaining the original ecological appearance and letting the animals and plants survive on the earth, the environment and tourism sustainable can be achieved.
E	“Understanding the nature and conforming the nature” should be the best rule for environmental sustainability. This is also the attitude and wisdom that we should have when facing or symbiosis with nature.
F	Natural environment resources and local cultural characteristics are important assets that humans have protected for a long time. However, with the rapid development of economy and technology, issues such as global warming, habitat destruction, and cultural inheritance have been discussed. Everyone gradually reflects on the protection of the environmental and ecological sustainability.
G	These photos are my low-carbon travel footprints. The photos and scenery made me feel the joy and touch of nature. The beautiful scenery attract individuals to visit, but they should have the responsibility and mission to maintain the natural environment.
H	Some of these photos present beautiful sceneries of nature, and some are the consequences of ecological destruction. I hope that everyone can protect the earth environment, just like protecting their families, then ultimately the natural environment can be protected.
I	If it is possible to increase education and training before tourism, then such as marine conservation, environmental protection, or character education may be implemented. The implementation of tourism education can not only sustain the development of tourism, but also improve tourists to respect the wildlife and learn more during tourism.
J	I imagine that I can have a quiet nap lying on the grass in such a paradise. When open eyes, I can appreciate the biodiversity. I hope that we can accomplish symbiosis with the ecosystem.
K	Sustainable tourism has more serious concepts than general tourism. Tourists will learn a lot about environmental protection and how to respect social culture during tourism experience. Sustainable tourism is a way to find a balance between the economy and the environment.
L	The increase of human activities gradually reduced the living space of animals and plants, and even increased the conflict between humans and animals. The most important thing for sustainable tourism is not only the preservation or not harm the wildlife, but also raising human’s attention to the natural environment.
M	My theme is “Earth, Humanity, and Ecology”, which consists of three parts: natural environment, humanities, and exploration of life and ecology.

presents vignettes of the photographs provided by the 13 respondents. Combining the consensus maps and summary images enhanced our overall understanding of the respondents’ hidden inner thoughts. Three interviewees (B, F, and L) described the impacts of tourism on the environment in the summary image, specifically referencing how the destruction of the environment and the effects of natural disasters prompted them to reflect on environmental protection. More than half of the interviewees (A, D, E, H, I, K, and L) highlighted the importance of sustainability. It can be seen that the respondents believe that tourism development has economic benefits; however, they are also aware that tourism can have negative impacts on the environment. In addition, some interviewees (G and I) indicated that education and personal responsibility are very important, as providing education regarding sustainable tourism and encouraging tourists to become aware of their responsibility for environmental sustainability can help promote sustainable tourism development.

5. Discussion

5.1. Theoretical Implications

Recreational experiences in nature-based environments could encourage students to engage in pro-environmental behaviors, which highlights the importance of field trips in the environmental education context [41]. Scholars have indicated that bridging course content and outdoor education and combining recreation experiences with classroom curricula could effectively enhance students’ learning experiences [59]. Accordingly, pre-visit preparation and post-visit activities could increase students’ environmental literacy and enhance the outcomes of field trips [59]. From a curriculum innovation perspective, this study explores pre-visit preparation (i.e., class lectures aimed at knowledge acquisition), field trips (i.e., on-site and/or outdoor recreation experiences), and post-visit activities (i.e., ZMET interviews accompanied by reflective engagement), which lead students to care more about environmental issues, thereby encouraging them to engage in environmentally responsible behaviors [16,60]. The present study represents a first attempt to describe how innovative courses can be used to gather information on elements of sustainable tourism that have not been previously explored. Consequently, this study contributes to the literature and facilitates the use of this curriculum innovation framework by researchers and educators to respond to current issues in sustainable tourism.

Based on the perspectives of graduate students taking the elective courses “Seminar on Sustainable Tourism” and “Management and Administrate of Ecotourism”, six constructs pertaining to sustainable tourism were identified, which reflect diverse dimensions of sustainable tourism. The students were highly aware of environmental and sociocultural issues, and reflective engagement was also mentioned in the context of how the interviewees reacted to natural disasters, thus leading to an increase in pro-environmental behaviors. Scholars have indicated that environmental knowledge, on-site visits, and outdoor environmental interpretation education can increase participants’ environmental awareness; subsequently, sustainable tourism can also be achieved through the promotion of environmentally responsible behaviors [61]. While completing their degree program, graduate students can expand their environmental knowledge through classroom learning [39]; in addition, on-site environmental field trips can trigger emotional reactions and environmental reflective engagement in students, in turn affecting their environmental attitudes and behaviors [62]. Moreover, Frensley et al. [63] indicated that field trips foster students’ autonomy and increase their environmental literacy. Due to this enhanced environmental literacy, students may show pro-environmental behaviors [64]. Stern and Powell [60] also indicate that when students have on-site experiences, it allows them to reflect on their behavior and engage in environmental behaviors while traveling. The direct effect is that sustainable tourism becomes more achievable. Such teaching practices and careful curriculum design can enhance graduate students’ knowledge of environmental protection through ecotourism and sustainable tourism.

The influence analysis of the consensus maps shows that graduate students identify positive actions (environmental care, pro-environmental behavior) and deep reflection (on learning experiences and the dimensions of tourism sustainability) as key components of ecotourism and sustainable tourism. In Section 1 of each course, the students begin connecting to nature; then, during the planning and guidance sections of the course, they learn about humans’ destruction of the environment, which prompts them to behave responsibly and to work to protect the environment and restore ecosystem balance. The consensus maps constructed based on the results of the graduate student interviews echo the findings reported by previous studies concerning sustainable development through nature-based tourism; for example, the results indicate a greater emphasis on the environment than on economic and sociocultural indicators. Establishing a connection with nature can improve students’ environmental identity, environmental awareness, and environmental care, thereby enabling them to behave in more ecologically friendly ways and strengthening their intentions to protect the environment [61]. Moreover, learning experiences that include education and interpretation are highly valuable with regard to the development of sustainable tourism [39].

While data from self-report questionnaire surveys or conventional interviews, it is possible that some respondents overestimated their responses due to the existence of a specific set of norms bias, leading to bias, meaning that results might not fully reflect actual attitudes, experience, and behaviors [65]. To fill the research gap, the present study used the ZMET approach to conceptualize complex sustainable tourism through curriculum innovation in higher education that could broaden our knowledge of sustainability and education; This study thus contributes a new perspective to the literature.

Moreover, although ZMET is frequently applied in academic research and offers crucial benefits as a qualitative method, the question of how this approach can be applied to collect data in academic works remains neglected. The present study makes a methodological contribution by assessing how ZMET could be applied in academic research for assessing the conceptualization of sustainable from a curriculum innovation perspective.

5.2. Practical Implications

This study indicates that these courses helped graduate students increase their understanding of environmental protection. This finding is similar to those reported in several academic studies on practical teaching [66]. Learning experiences that take place in person at tourist destinations can improve the effectiveness of environmental education by triggering empathy and emotion. Throughout the experiential learning cycle [15], students obtain on-site experience and are encouraged to reflect on their behavior, which may drive them to engage in environmental behaviors and thus have a positive impact [61]. From this perspective, this type of curriculum design can effectively enhance the sense of social responsibility felt by students, and, because of their acquired environmental knowledge, graduate students may show more environmentally responsible behaviors as they enter society [67].

Previous studies have indicated that presentations, signboards, and commentary developed by industry members, coaches, or small island communities interpreting risks to coral reefs and green turtle conservation can trigger changes in tourists’ attitudes toward environmental protection and promote sustainable behavior [68]. Moreover, Lee et al. [13] developed an ecotourism behavior framework for wildlife tourists and suggested that interpretation services positively and directly affect reflective engagement and subsequently affect ecotourism behavioral intentions among wildlife tourists. The author found in this study, based on comments made by interviewees, that classroom learning in environmental education courses increases graduate students’ desire to protect the natural environment.

Scholars have also suggested that news, films, and other media can be used to teach tourists and students about environmental issues and improve their awareness of environmental protection activities and attitudes, thereby encouraging their pro-environmental behavior and promoting sustainable tourism [14]. Accordingly, education on sustainability should include curriculum innovation regarding sustainable tourism or ecotourism, which is crucial in environmental sustainability.

5.3. Limitations and Directions for Future Research

Although sufficient data were obtained regarding the perspectives of graduate students who took the two courses studied in this context, comparisons with a control group were lacking, and the findings may not fully reflect the viewpoints of students in other areas of study. To overcome this research limitation, it is recommended that surveys should be administered to a control group of students based on their enrollment on one of the two courses. By exploring the differences in knowledge between these two groups, we can confirm the effect of the courses on sustainable tourism. To confirm the effectiveness of field trips, future researchers are encouraged to compare environmental literacy between pre- and post-trip measures. Moreover, an experimental design research approach is also needed to assess the ability of a curriculum innovation course that includes field trips or outdoor education programs alongside direct on-site recreation experience to significantly enhance students’ environmental literacy compared to a course that lacks such curriculum innovations.

This course primarily assesses sustainable tourism and ecotourism management, which emphasize environmental sustainability more than socio-cultural sustainability. To overcome this limitation, future studies are encouraged to assess the perspective of socio-cultural sustainability by employing curriculum innovation in social or cultural courses such as those on culture tourism, religious tourism, heritage tourism, and indigenous tourism.

The sample size in the present study might be too small. To overcome this shortcoming, future studies are encouraged to justify their sample size in relation to both methodological rigor and theoretical contribution [56].

In addition, as the data were collected from Taiwanese graduate students, international perspectives and cultural and racial differences remain unexplored [69]. To broaden the scope of this study’s findings, future research that uses data from different nations to reflect international perspectives is thus recommended.

6. Conclusions

Sustainable tourism represents a rapidly growing industry that will play a significant role in ensuring future sustainability. Although the literature appears to present a comprehensive image of sustainable tourism, few studies have been carried out from a curriculum innovation perspective [70,71]. This study thus explicitly assessed the concept of sustainable tourism by developing several consensus maps regarding sustainable tourism using the ZMET approach. This study’s findings will facilitate the application of curriculum innovation frameworks by scholars and educators to respond in future works to current issues in sustainable tourism. The implications of this study suggest that classroom learning as part of environmental education courses increases graduate students’ desire to protect the natural environment. Moreover, education on sustainability should include curriculum innovations, with on-site field trips being crucial in promoting environmental sustainability. These original findings reveal theoretical and managerial implications for sustainable tourism, extend the current body of knowledge on this subject, and represent a significant contribution to the sustainable tourism literature.

The author concludes that after taking the two innovative courses studied here, i.e., “Seminar on Sustainable Tourism” and “Management and Administration of Ecotourism”, which involved creating ecotourism itineraries, developing environmental awareness, and participating in learning experiences and reflective on, graduate students exhibited positive growth in terms of environmental awareness and environmental attitudes, sensory emotions, and reflective engagement. These experiences ultimately lead to increased pro-environmental or ecotourism behaviors, which may subsequently assist them in practicing and developing sustainable tourism.