Tourism education transcends mere skill acquisition; it aspires to cultivate individuals with intellectual depth, blending vocational prowess with reflective capacities [1-3]. Within this context, financial acumen and reputational concerns often dominate the managerial perspective [4], while online platforms emerge as indispensable resources for student support [5]. Scholarly discourse underscores the importance of ethical principles, stewardship, collaboration, and professionalism in shaping the tourism education landscape [6]. Furthermore, experiential learning, international exposure, and active participation in clubs are deemed essential for grooming industry-ready graduates [33]. India's foray into formal tourism education dates back to 1970, with the inception of its first program at the Centre for Vocational Studies, University of Delhi, offering training in airline ticketing and tour guide services [7,8]. Over the past five decades, these diploma programs have garnered industry recognition and support [9]. Despite this trajectory of growth, ongoing concerns and debates persist among scholars and practitioners regarding the efficacy and evolution of tourism education in India. This study endeavors to examine the current state of research on tourism education in India, delving into the academic discourse surrounding pertinent issues and challenges in the field.

A systematic literature review was conducted to synthesize existing literature on tourism education in India. The search was performed on the Google Scholar platform using keywords such as "tourism education," "tourism education in India," "Indian tourism education," and "vocational education." The search aimed to identify relevant publications within the scope of this study. Following the initial search, manual screening of abstracts, titles, and keywords was undertaken to identify publications aligning with the study's objectives. From thousands of search results, 42 publications deemed relevant were selected for further analysis. The cumulative number of publications is given in Figure 1 with the corresponding year.

Figure 1: Trend line showing the year-wise cumulative number of publications.

A descriptive analysis was then conducted, drawing on the Theory-Context-Characteristics-Methods (TCCM) framework to explore the theoretical foundations, contextual factors, characteristics, and research methodologies utilized in the selected publications. This analysis provided insights into the patterns and trends in research on tourism education in India. Additionally, manual thematic analysis was performed to identify recurring themes and summarize the major findings across the selected publications. This process facilitated the organization and interpretation of the research outcomes. Furthermore, qualitative content analysis tools were employed to extract the central meaning and key ideas in the literature reviewed. This step aimed to deepen understanding and provide nuanced insights into the research findings.

Figure 2: Research Methodology Chart.

The combination of systematic literature review, descriptive analysis, thematic analysis, and content analysis techniques allowed for a comprehensive examination of the topic under study, enabling validation and further exploration of the research objectives. A detailed methodology chart outlining the research process is provided in Figure 2.

The research on tourism education in India lacks a disciplinary approach but instead addresses contemporary challenges and issues, particularly focusing on skill-building. Moreover, studies explore information technology, responsible management education, stakeholder theory, motivation, and transformation, indicating a broader scope of education beyond traditional boundaries.

Characteristics

The research exhibits a comprehensive nature, encompassing comparative analyses within Indian institutions and with international counterparts. Efforts are made to bridge the gap between industry requirements and academic offerings through a universal Indian approach. Stakeholder perspectives are incorporated, emphasizing the role of education in solving tourism-related problems and promoting sustainability.

Context

Studies delve into various aspects of tourism education within the Indian context, tracing historical developments and evaluating current infrastructural and pedagogical practices. Objectives include analyzing industry-academia disparities, assessing the impact of e-learning, and understanding skill-building mechanisms to enhance industry readiness.

Method

Twenty-one out of the forty-two studies employed primary data collection methods encompassing qualitative, quantitative, and mixed-method research approaches. This primary data was sourced from stakeholders involved in tourism education, including students, educators, trainers, and industry professionals. Data collection techniques utilized structured interviews, close-ended questionnaires, or a combination of both methodologies. Analysis of the collected data involved the application of descriptive statistics and various statistical tests such as ANOVA, chi-square, and Mann-Whitney tests. Additionally, certain studies employed a geographical focus, drawing samples from specific regions and areas, including Himachal Pradesh, Odisha, Jammu Kashmir, Karnataka (Bangalore, Shimoga, and Mangalore), and various cities such as Delhi, Kolkata, Mumbai, Chennai, Lucknow, Varanasi, and Hyderabad. Conversely, other studies relied on the author's self-observations, experience, and expertise in the field, supplemented by primary data collection and published literature. The curriculum of tourism education courses served as a valuable resource for comparative analysis, facilitating an examination of the curriculum offered by institutions in India vis-à-vis those of other countries. Moreover, historical development and present status analyses were conducted using primary data sources. Notably, one study focused specifically on exploring the tourism education landscape in Uttarakhand.

A thematic analysis reveals seven overarching themes: Discipline Dilemma, Curriculum and other Circumstances, Stimulus in Students, Industry Factors, Industry-Academia Disparities and Agreement, Innovation in Teaching Pedagogy and Learning Methodology, and Pandemic and Post-Pandemic Plot. These themes encapsulate the diverse facets of tourism education in India, addressing challenges, opportunities, and future directions.

Figure 3: Research Themes.

Discipline Dilemma

In the 1980s higher education institutions started introducing Tourism Programs in their different departments with no core subject. M.Sc. Tourism focusing on Geography by the Science Department, MA Tourism focusing on History and Culture by the History Department, and Business Departments of the Universities offering Master in Tourism Administration/Management programs. Gradually these programs started gaining the image of being business programs even though no business institutes (IIMs) in India started such programs [10]. These were the not-so-concerned efforts of business departments of universities that, started BBA/MBA programs in Tourism always perceived as low, and run in a self-financed manner named as BTS, and MTS until the court allowed universities to run and name technical programs without AICTE approval [11]. The need for a separate discipline was raised at a national-level workshop [7,8]. However, Tourism as an applied field of study with its multidisciplinary nature and trans-disciplinary significance was realized already [12]. The year 1983 saw the inception of the Indian Institute of Tourism and Travel Management (IITTM) an apex body and in the year 1990 Master's degree program in Tourism was started in north India by Kurukshetra University, Kurukshetra for the first time followed by many [9]. Now several vocational and technical training programs are running in India from certificate to diploma and degree levels in Tourism Studies in schools, colleges, central, state, technical, and open universities as well as training and education centers of renowned business entities. [8] in their work have listed 20 common Certificate to Degree level courses in travel and tourism and a list of 11 central universities, 12 state-run, 11 deemed, 11 private, 10 open universities, and 6 autonomous Institutes as the major institutions in tourism education in India. They have here missed mentions of the affiliated colleges that follow the University administration and always face resentment and lack of morale that affects the potential growth of student’s reports [13]. There are also some private colleges, inferior in quality with blurred affiliation details spending a lot of money on advertising [14]. These colleges are solely for profit, with no selection criteria followed for students or faculty and staff, no infrastructure as such, and above that students are given the utmost freedom for institutional survival leaving behind the educational ethics and goals [15]. Education for them is a business, students are the customers, and the customer is king. However, there are private institutions that maintain quality and reputation. Amity University, Noida for instance is the only one in India whose programs in MA Tourism, and BA Tourism are included in the Tourism Education Quality System of the United Nations World Tourism Organization. (UNWTO TedQual World Map, 2019). The need for a national accreditation body for tourism is also suggested by George [13].

The Curriculum and Other Circumstances

(Singh & Singh 2006) compared tourism programs run by three different institutions UGC, IITTM, and IGNOU in detail and concluded UGC programs focus on developing intellectuals with broad knowledge, IGNOU courses highlight business opportunities in Tourism, and PG Diploma programs of IITTM impart training and skills for the specific job roles. However, no program was assessed as superior or inferior, realizing the different significance of each. But here, the author would like to mention that IITTM has now started providing integrated degrees with IGNTU (Indira Gandhi National Tribal University, Amarkantak) to its students that might ensure strong intellectuals equipped with the necessary skills coming out from the IITTM campus. Many scholars have discussed the obsolete nature of the syllabus in Tourism Programs that are being taught at major institutions. The need to regularly update curricula with changing industry dynamics is mentioned in [16,8]. Non-tourism subjects are taught a lot [9]. Theory-based courses are too basic or too broad lacking in specialization [13,16,8], lacking in creativity and practicality that students are unable to apply the theory learned in the classroom at work, and prescribed books are written by international authors who focus on topics different from the Indian perspective, the absence of specialized faculties, the placement cell in institutes, west methodology, very few universities available for research and development ensure students' non-readiness for future challenges [23] Experience opportunities for students are few [16]. Creating only labor and sales agents, and no managers is why the course lacks employability and saleability [30]. The 20 most common subjects taught in travel and tourism master degree courses related to management, economics, geography, technology, language, and marketing were listed in Singh et al.,[9]. However, Bagri. et al., [24] compared these subjects opted for courses by Indian universities with those of foreign universities. The findings indicate that the former is focused on concepts, organizational behavior, foreign language, and operations while letters are way ahead with more focused subjects like strategic management, sociology, behavioral studies, anthropology, indigenous tourism issues, special interest tourism, and global issues. If we compare the Tourism Education subjects of India and Greece both the countries address issues like sustainability and language needs in curricula, similarities are there in business-related subjects but also differences in Tourism Products taught [31,32]. These differences are justified as different countries have different cultures, geography, and challenges. [13] for instance, report that Malaysia has been receiving many overseas students; infrastructure and destination attractiveness may be the reason but both the countries along with many other Asian Countries are concerned over the Industry-Academia gap and suitable staff needs. So, the Indigenous Education model can work but should be effective and productive [8] have given a system approach to Tourism education based on the Input-Process-Output Model. The author has identified various components in the system that help better monitoring. Infrastructure and curriculum, Administration and environment, and Human resources (faculty and students) are Input factors that are needed to run the system. Then a set of 9 factors related to skills (Human, Technical, and conceptual), knowledge (Business, Service Industry, and Tourism), and experience (General, Technical, and Industry) make up the process between student and faculty. The Output factor (employment, satisfaction, and growth) finally is the determinant of the quality and success of the whole education system that is dependent on both input and output factors stated above. The model further states that if the process of teaching and learning is effective the shortcomings of input factors (infrastructure, choice of students, curriculum, etc) can be ignored but without proper processing, the best of the inputs can also fail to give good output. The author has here emphasized the quality of the process for good results. This model has only realized the vocational aspects of tourism education that output is measured only in terms of jobs, growth, and satisfaction thereof. The purpose of education has to be broad, students who are shaped by society enter the system and undergo the process to create the society. The human values factor, social responsibility, and ethical practices are integral to the education system. Output must measure these aspects as well.

The Stimulus in Students

PJ & Tanwar [25] has studied the motivation factors among students. Many students in India join travel and tourism courses under the influence of counselors or friends. Students generally seek Foreign Exposure and have strong motives for getting a Good Job and Career through Tourism Education. They wish to enhance their knowledge and skills through this course. They also find these courses easy to study. Students and parents are also concerned about the affordability of the course. Some students, especially girls, join these courses merely for the sake of a degree, however, the perceived image of the tourism industry in society also affects students' decisions and some potential students opt for other management courses over Tourism. [8,9].

Industry Factors

Employees with the right set of mind, those who are inspired and enthusiastic, are few among the fresh graduates [16]. Attitude is equally important for employee success and a lack of competencies, professional commitments, and interpersonal skills brings a certain level of dissatisfaction [15] that is why it is said that in Indian tourism programs, students are more interested in assistant professor jobs than a career in industry [13]. Fewer leaves especially during the holiday season, low salaries in the initial days of career, and employee relationships as described in [33] can be the reason for this mindset. There exist some other factors like guardian concern over the safety of women employees in 24*7 corporate jobs [13]. Poor HR practices, absence of specific recruitment policy in the sector, salary package by industry, and less competent people in the industry further put challenges in front of fresh Graduates. The language also puts hurdles [8,34] before students especially from non-English-speaking areas working in metro cities [14].

Industry-Academia Disparities and Agreement

In the study done by Singh et al., [25] in major Indian cities and peripherals on the effectiveness of tourism education, findings show that the industry is not happy with education quality. Employees (pass-out students) were least happy with the placement (employment, salary, and growth) results. Further, it revealed that there is a significant difference in the opinion of industry and academia on students' capabilities and experience. A similar gap was confirmed by Nagarjuna, ([26] between industry and academia regarding the Tourism Educational Competencies and suggested skills-oriented curriculum designs. A study by Mohanty, S. & Mohanty, A. resulted in a similar gap where academicians favored strategic skills (Decision making, leadership, management, and problem-solving), and industry professionals gave high value to operational skills (attention to detail, practical, and adaptability) and organizational ethics. However, both agreed on an academic grade to be of least concern and oral communication skills paramount. Positive results are shown by Kumar, [27] on a very different perspective on sustainability, where Industry and Academia both agree on the fact that Tourism Education leads to economic development, environment conservation, sustainable development, peace, and image building. The same was recommended by Tourism experts in Singh, [8] to carry Tourism as a discipline for social development creating entrepreneurs, responsible citizens, and specialist interpreters. Principles of Responsible Management Education (PRME) to deal with the issues concerning the nature and sustainability of tourism destinations (Overtourism) were mentioned by [35,36]. Singh et al., [9] identified students, faculty members, institute owners, and pass-out students (employees) as direct; employers, govt., policymakers, and society as indirect stakeholders in tourism education. Direct stakeholders do operate and indirect stakeholders shape the whole tourism education system. Involving stakeholders in the standardization of tourism education is an exigency for its better future [24].

Students participate more actively and feel confident when taught Tourism and Hospitality using available electronic aids. E-learning facilitates the Teaching-Learning process in better ways as both enjoy the learning process and bridge gaps between the two. E-content is easy to understand and has a greater retention rate revealed [28]. Social media and social networking sites also enhance students' performance and knowledge [9]. An ICT-based Learning Management System Model for skill-building in Tourism is proposed [29]. It is hosted by a remote server to provide skills through customized language, graphics, and simulation and has five layers. The first layer named learning content management system (LCMS) provides an integrated development environment for content development. Three layers namely the Knowledge Engine facilitating user interactions for doubt and suggestions, the Training Module consisting of knowledge, skills, and awareness, and the Language Converter for promoting learning in students' native learning. The certification layer is the last layer of the LMS model. Internships and training are a win-win for both employers and students as students learn the job and employers get to know their capabilities and attitude before actually recruiting them some small firms or seasonal businesses see interns as inexpensive labor as well [16]. Students should be given a practical understanding of the industry Recruiting international teaching staff for providing students an international perspective and institutional tie-ups for sharing knowledge and experience. Guest lecturers from the industry and panel discussions with prospective employers are recommended Paliwal [16]. However, industry panel discussions are mere placement opportunities and industry personnel are rarely interested in entry-level teaching jobs given the importance of PhDs in academia is more [13]. Modern pedagogies involving edutainment, field trips, experiential learning, and case study learning are a must [16]. Teachers are then provided with in-service training and orientation. This was very interesting to learn that teachers with moderate level participation during in-service training sessions are facilitators of student-centered learning more than those with the least and most involvement revealed in a study by Babu [11]. [14] Proposed an integrated approach for promoting Tourism Education through Distance Learning and the 'Vocationalisation' of Tourism programs to benefit all. A similar suggestion was made by [13] to run hybrid classes with evening/online studies and learning through work at a firm. Vocational Education Training is a good way to learn and should be developed extensively [15] if issues like quality of trainers, no Industry consultation, outdated knowledge, vast syllabus, non-monitoring, and most importantly no further openings or consideration for students after school are addressed [17]. Vocational education in the perceptions of many is an option for those who cannot pass the grades in mainstream education. (Ministry of Human Resource Development, 2022). For this, a national-level common entrance test for the MTA program has been suggested to be conducted by AITA (a proposed autonomous body) [18] or IITTM [8,9] that might work in establishing esteem among students, and parents as well as finding suitable candidates for taking these courses.

Pandemic and Post-Pandemic Plot

The pandemic changed the lives of many and adversely impacted travel and tourism practices. Education shifted to online platforms and the physical mode of teaching took a break. Kumar, [19] studied this shift and concluded that increased cost, low motivation, and low network connectivity were the diminishing parts of online education from the student part. Faculty found difficulty in delivering practical learning through online classes. Aggarwal & Sharma [20] researched essential skills for graduates in hospitality business post-pandemic. The need to rethink tourism has intensified after the pandemic and tourism education researchers also could not stop themselves from studying the inclusion of sustainability [21], resilience, and disaster management [21], the principle for responsible education management (PRME) for dealing with over-tourism [22].

The frequency distribution of keywords and a word cloud representation for research publications on "Tourism Education in India" are depicted in Figure 4 and Figure 5, respectively. These visualizations provide insights into the predominant themes and topics explored by researchers within this domain. The keyword analysis reveals that the term "tourism" exhibits the highest frequency, indicating its centrality in the discourse surrounding tourism education. Following closely are keywords such as "education" and "India," underscoring the focus on educational practices and initiatives within the Indian context. Additionally, keywords like "skills" and "hospitality" demonstrate notable frequency counts, highlighting their significance in discussions about tourism education. Moreover, a correlation plot involving the keyword "education" reveals significant associations with terms such as "HEIS" (Higher Education Institutions), "Higher," "Institution," "National," and "Policy." This observation suggests that a considerable portion of research endeavors within the field concentrate on issues related to higher education in tourism, including institutional frameworks, national policies, and overarching educational strategies.

Furthermore, the correlation analysis indicates that keywords related to learning exhibit strong associations with technology-oriented terms such as "TAM" (Technology Acceptance Model), "LMS" (Learning Management System), "acceptance," "technology," and "system." This finding underscores the growing integration of technological advancements in educational practices and the exploration of their implications for learning outcomes in tourism education. Overall, the analysis of keyword frequencies and correlations offers valuable insights into the thematic landscape and research trends within the domain of tourism education in India. These findings provide a foundation for further exploration and scholarly inquiry into the multifaceted dimensions of tourism education and its intersections with technology, policy, and institutional frameworks.

Figure 4: Keywords’ Word Cloud.

Figure 5: Keywords’ Frequency Bar.

Examination of Research Titles on Tourism Education in India The insights gleaned from the examinations include the frequency analysis of common keywords, depicted through a bar graph and word cloud in Figures 4 and 5 respectively, shedding light on unique issues addressed in "Tourism Education in India." Additionally, the sentiment analysis of research titles, showcased in Figure 6, highlights trust as the prevailing emotion, indicating confidence in the ideas presented on the subject matter.An analysis of research titles within the realm of tourism education in India reveals that the words "tourism" and "education" emerge as the most prevalent terms. This observation underscores the fundamental focus of scholarly investigations on the intersection of tourism and educational practices within the Indian context. Notably, the absence of significant topics supported by quantitative evidence emphasizes the importance of manual analysis in comprehensively understanding the nuances and intricacies of this subject matter. While quantitative data can offer valuable insights, qualitative analysis remains essential for capturing the depth and complexity inherent in research topics such as tourism education. Furthermore, sentiment analysis conducted using the NRC Emotion Lexicon indicates that the predominant emotion conveyed in the titles is "trust." This finding suggests a sense of confidence and assurance in the ideas and perspectives presented within the research titles, highlighting the credibility and reliability of the scholarly discourse surrounding tourism education in India. In conclusion, the analysis of research titles provides valuable insights into the prevalent themes and sentiments within the field of tourism education, emphasizing the need for both qualitative and quantitative approaches to fully grasp the intricacies of this dynamic and evolving domain.

 Figure 6: Most Frequent Words in Titles.

Figure 7: Word Cloud of Publications’ Titles.

Publications’ Titles.

Figure 8: Sentiment in Title Text.

A basic table of Publications selected for review

Table1: List of Publications included in review.

The landscape of tourism education in India, compared to its international counterparts, shares similar origins in terms of inception dates and educational objectives. However, the academic discourse surrounding tourism education in India is relatively nascent and sparse compared to global standards. Research endeavors in this domain have adopted diverse methodological approaches, encompassing qualitative, quantitative, and mixed-methods studies, drawing from both primary and secondary data sources. Initial scholarly inquiries predominantly focused on delineating curriculum structures, aligning educational offerings with industry requisites, and formulating strategic recommendations. While extensive discussions on the curriculum of master's-level programs have ensued, there exists a notable dearth of literature addressing diploma and undergraduate course curricula. Subsequent research trajectories have highlighted critical concerns such as skill deficiencies, industry-academia divides, human resource constraints, and institutional challenges. Concurrently, stakeholders within the tourism education sector have undertaken proactive measures to ameliorate these issues. Initiatives encompass the introduction of diploma and certification programs to bridge skill gaps, advocacy for research promotion, and facilitation of educational excursions and internships, and the inception of vocational courses at primary and tertiary educational levels. Optimism pervades the sentiments of educators, trainers, industry stakeholders, and governmental bodies, buoyed by the anticipatory benefits outlined in the National Education Policy 2020. Emphasis is placed on fostering symbiotic partnerships between educational institutions and industry entities. Moreover, the transformative influence of technology and the internet on educational paradigms, including tourism education, is underscored. Although preliminary discussions on integrating information and communication technology (ICT), social media, and e-learning platforms into tourism pedagogy have emerged, these deliberations remain in their infancy. Existing studies predominantly focus on specific facets or propose theoretical frameworks, yet empirical validation and implementation remain limited. Emerging research trajectories accentuate the burgeoning interest in leveraging tourism education as a catalyst for sustainable development. Concurrently, examinations of stakeholder dynamics and system theories shed light on the efficacy of tourism education in fostering requisite skills, experiential learning opportunities, knowledge acquisition, and career placement prospects. However, notable gaps persist in the academic discourse, with scant attention directed towards fostering value-based ethical learning, nurturing transformational educational experiences, and fostering entrepreneurial acumen within the tourism education milieu. Efforts to address these lacunae are imperative to fortify the holistic development of the tourism education sector in India.

1. Inui Y. Wheeler D and Lankford S. Rethinking tourism education: What should schools teach? Journal of Hospitality, Leisure Sport and Tourism Education. 2006; 5: 25-35.
2. Airey D, Airey D and Tribe J. Growth and development (Chapter 2). An international handbook of tourism education. 2006; 13-24.
3. Dredge D, Benckendorff P, Day M, Gross MJ, Walo M, Weeks P and Whitelaw P. The philosophic practitioner and the curriculum space. Annals of Tourism Research. 2012; 39: 2154-176.
4. Airey D, Tribe J, Benckendorff P and Xiao H. The managerial gaze: The long tail of tourism education and research. Journal of Travel Research. 2015; 54: 139-151.
5. Hajli MN and Lin X. Developing tourism education through social media. Tourism Planning & Development. 2014; 11: 405-414.
6. Sheldon PJ, Fesenmaier DR and Tribe J. The tourism education futures initiative (TEFI): Activating change in tourism education. Journal of Teaching in Travel & Tourism. 2011; 11: 2-23.
7. Sharma A, Aggarwal M, Singh V, Seth K and Thakur S. Post-Covid 19 essential skills: A study of tourism and hospitality graduates. Operational transformations in tourism and hospitality. 2001; 157-176.
8. Singh S. Whither Indian Tourism? A Reflection. Tourism Recreation Research. 2004; 29: 89-90.
9. Dahiya A. Hospitality & tourism education in India: In search of innovative programs Productivity. 2013; 53: 358-370.
10. Sarkar SK and George B. Patterns of tourism and hospitality education in India and Malaysia: A critical reflection. In Tourism education and Asia. 2019; 227-242.
11. George B. A critical peep into tourism education in India: An ex-insider's reflections. 2013. Bhatnagar M. Towards universal tourism education: An Indian approach. 2013; 128-141.
12. Dasgupta D. Tourism in global village. Lambert Academic Publishing.
13. Nomani A and Khan MKR. Human resource development in tourism industry-an analytical framework SAJTH. 2015; 8: 177-188.
14. Paliwal R. A study of gap analysis between tourism industry and tourism education in India. International Journal of Current Research in Education Culture and Society. 2017; 1: 1-5.
15. Dixit SK and Mawroh H. Vocational education and training for the hospitality and tourism industry in India. In Tourism Education and Asia. 2019; 35-48.
16. Sofique MA and Dasgupta D. Tourism education in India-challenges and opportunities in global context Tourism in global village. Lambert Academic Publishing. 2017; 117-127.
17. Kumar R and Khan S. Tourism education in India: A supply-demand gap. International Journal of Hospitality and Tourism Systems. 2021; 14: 116.
18. Sharma A, Aggarwal M, Singh V, Seth K and Thakur S. Post-Covid 19 essential skills: A study of tourism and hospitality graduates. Operational transformations in tourism and hospitality. 2022; 157-176.
19. Gavinolla M, Suneeth B, Kashya S, Mishra J and Swain S. tracing the sustainability components in the Indian tourism curricula: An exploratory study. Journal of Teacher Education for Sustainability. 2003; 25: 116-132.
20. Ministry of Human Resource Development. National Education Policy 2020.
21. Bagri S and Babu A. Historical development of tourism education in India: The case of the Himalayan state of Uttarakhand. Journal of Tourism. 2011; 12: 39-59.
22. Tanwar PJSN. Motivation of students to study a tourism programme in India. Anatolia. 2020; 31: 288-303.
23. Nagarjuna G. A comparative analysis of competency expectations between tourism professionals and tourism academicians. Atna J Tour Stud. 2016; 1-16.
24. Kumar R. Tourism education: A way towards sustainable development. Tathapi. 2020; 19: 458-471.
25. Manhas PS and Kour P. E-Learning: An emerging trend to strengthen hospitality and tourism teaching-learning process. Indian Journal of Applied Hospitality and Tourism Research. 2014; 52: 94.
26. Mukherjee D and Dasgupta D. A study of ICT practices facilitating skill building for tourism industry from Indian perspective. Tourism in global village. Lambert Academic Publishing. 2012; 151-158.
27. Kumar V, Nayak K and Bhinder H. The technology acceptance model and learning management system: A study on undergraduate tourism and hospitality students. European Journal of Interdisciplinary Studies. 2021; 13: 65-89.
28. Kumar V, Bhinder H and Nayak K. A comparative study of undergraduate curriculum in tourism management between India and Australia. Towards Excellence. 2021; 13: 201-223.
29. Kumar P and Chansoria M. Assessment of hospitality education in terms of lacking skill development in meeting the demand of industry: An integrative review. Journal of Tourism. 2021; 31.
30. Busby G, Brunt P and Baber S. Tourism sandwich placements: An appraisal. Tourism Management. 1997; 18: 105-110.
31. Gangotia A, Bhatt K and Kumar S. Vocational education in tourism at schools and colleges of Himachal Pradesh, India: A qualitative inquiry on challenges encountered by trainers. Journal of Teaching in Travel & Tourism. 2022; 22: 378-399.