Stakeholder Perspectives on Tourism Education Curriculum Alignment with Vision 2030: A Qualitative Study from Saudi Arabia

Tourism education is central to human capital development under Saudi Arabia’s Vision 2030, yet the extent to which curricula align with emerging industry requirements remains underexplored, particularly in developing economy contexts. This qualitative study examines student and faculty perspectives on curriculum alignment at the University of Ha’il’s Tourism and Antiquities Department. Twenty participants were purposively recruited and interviewed; data were analyzed using thematic analysis. Findings reveal four interconnected challenges: a persistent theory–practice gap sustained by lecture-based pedagogies, insufficient integration of digital and smart tourism technologies, weak industry–academia partnerships, and structural barriers to interdisciplinary collaboration. In response, this study proposes an interdisciplinary integration model structured around five domains: digital technology, sustainability and environment, business and entrepreneurship, cultural and creative industries, and social sciences and community engagement. The model provides a progressive framework for cross-departmental collaboration and represents the study’s primary practical contribution. Theoretically, the study demonstrates that curriculum misalignment operates through mutually reinforcing institutional constraints rather than discrete correctable deficits. Recommendations address curriculum reform, technology investment, structured partnership development, and administrative conditions enabling interdisciplinary implementation.