No prerequisites in educational field are required.

1. Knowledge and understanding:

- Students will acquire knowledge and awareness of objectives and aims of educational tourism in the theoretical-methodological framework of lifelong learning;

2. Applying knowledge and understanding:

- students will be able to compare traditional models of educational tourism segmentation with more recent models and with the evolution of contemporary tourism;

3. Making judgements:

- students will develop autonomy in designing accessible services and products in the various fields of educational tourism;

4. Communication Skills:

- students will acquirs the interpretative methodologies and communication skills necessary to interact with stakeholders in educational tourism; 

5. Learning skills:

- studentswill develop the skills necessary to independently manage their own lifelong learning in the field of educational tourism.

Definition of educational tourism. The first model and segmentations (Ritchie, 2003), and more recent redefinitions of educational tourism in light of other paradigms, such as experiential and transformative tourism. Characteristics and needs of different markets for educational tourism: tourism for schools and students; cultural tourism; eco-tourism; experiential learning-oriented tourism for adults and seniors; social tourism. Making edu-tourism accessible: tools, methods, demands and critical issues of Tourism for all.

Adopted (mandatory) texts

(A); Ritchie, B.W.; Managing Educational Tourism; Channel View Books; Clevedon [etc.]; 2003; ISBN 1873150504 » Pagine/Capitoli: pp. 1-24

(A); McGladdery, C.A.; Lubbe, B.A.; Rethinking educational tourism: proposing a new model and future direction; Tourism Review; vol. 72/3; 2017, pp. 319-329. Online: https://repository.up.ac.za/bitstream/handle/2263/62536/McGladdery_Rethinking_2017.pdf?sequence=1

(A); Diapositive della docente (nel canale Teams)

Recommended texts

(C) Testón Franco, N.; Onofre Sánchez, J.E.; Ahumada López, E.R.; Educational tourism. A theoretical review of the phenomenon; Journal of Administrative Science; vol. 4/7; 2022, pp. 26-31. Online: https://www.researchgate.net/publication/367621080_Educational_tourism.

(C); Amaro, D., Caldeira, A. M., & Seabra, C. (2023). Transformative experiences in tourism: A conceptual and critical analysis integrating consumer and managerial perspectives. Tourism and Hospitality Research, 25(1), 135-146. Online: https://journals.sagepub.com/doi/10.1177/14673584231182971.

Extracts from Ritchie (2003) and and other handouts will be made available to participating students during class.

• Lectures will alternate with group exercises aimed at deepening and consolidating the topics covered during the theoretical lectures through the analysis of case studies, portals and websites, online videos and other resources. In order to explore tools and/or apply specific methodologies, some classes may take place at the "Paolo and Ornella Ricca" Museum of school history of the University of Macerata.

• The final examination will be oral and will be assessed (out of a maximum of 30/30 marks) on the following criteria:

  1) accuracy and completeness of the knowledge acquired (up to 6 marks);

  2) correct application of acquired knowledge (up to 6 marks);

  3) independent judgement, critical thinking and problem solving (up to 6 marks);

  4) communication skills (up to 6 marks);

  5) ability to understand one's own training needs and to manage one's own continuing professional development in educational tourism (up to 6 marks).

  
  

  At the final examination, attending students will present an educational tourism product created in the group exercises carried out during the course.

  Non-attending students will be expected to hold a discussion on the contents of the recommended textbooks.

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