Educating for the Environment: The Role of the Host Destination in Education Travel Programs

The benefits from educational travel programs (ETPs) for students have been well-documented in the literature, particularly for programs looking at sustainability and environmental issues. However, the impacts the ETPs have on the destinations that host them have been less frequently considered; most of these studies focus, understandably, on destinations in the Global South. This paper draws on a framework of sustainable educational travel to examine how ETPs affect their host destinations in two case study destinations, based on the author’s professional experience in these locations, interviews with host organizations that use the lens of the pandemic, and information from government databases. The findings highlight an awareness of the sustainability of the destination, the importance of good, local partnerships with organizations well-connected in their communities, and educational activities that can benefit both students and hosts. Nonetheless, we have a long way to go to understand the full impacts of ETPs on their host destinations and thus truly learn to avoid them.

“The Impact Of Digital Wallets Threats And Safety Measures On The Level Of Usage” – A Study With Reference To Chennai

Digital wallet refers to an electronic system that enables a person to make purchases on a commodity or commodity class basis. It is a device that safely stores the payment details and password of consumers for the variety of payment methods and websites. The wallet may be Computer, Web, Smartphone or hardware wallets. Any payment by online format is subject to the limitations and threats of data security, which contribute to an increase in safety awareness of the use of information. Electronic wallets are used in the banking, investment, insurance, retail, educational, travel, entertainment and utility industries. The objective of this research study is to determine possible risks and safety measures for safer management of e-wallets and increased accessibility. An empiric research was performed by surveying 80 respondents and evaluating the data obtained by applying statistical methods such as one direction ANOVA, Matched t-test by using SPSS and Confirmatory multivariate statistical using Amos software. A simple structural equation modelling is often used to define a relationship between dependent and independent variables.

Spark and Fidget

This chapter explores why worldschoolers take their children out of formal schooling and educate them while traveling. On the one hand, parents are motivated by the shortcomings of institutional education, arguing that schools quash creativity, pathologize children’s embodied movements, for example with diagnoses of ADD/ADHD, and fail to equip them with twenty-first century skills. On the other hand, parents are propelled by a belief that travel, which sparks children’s curiosity, celebrates their mobility, and prepares them for the future, is a better way to learn. The chapter situates worldschooling within a longer historical trajectory of public education and educational travel and traces its connections to other alternative education movements such as homeschooling and unschooling. It documents a tendency among worldschoolers to adopt an unschooling approach to children’s learning, which means parents allow children to naturally absorb lessons from the world around them rather than administering a structured curriculum. The chapter argues that unschooling merges easily not only with the logistics of travel, but also with parents’ philosophies about selfhood and individual freedom. We see that parents approach their children’s education as a choice, one that contributes to the broader lifestyle project they are pursuing.

Educational Travel for First-Generation Students

Research on educational travel has shown significant student outcomes for personal, academic, and professional growth. However, there are financial and cultural barriers that make it harder for some groups of students to participate in programs such as study abroad and shorter-term educational travel. This article examines the unique challenges and opportunities for first-generation and low-income students in these programs. It analyzes a short-term (10-day) educational travel group of exclusively first-generation participants, including three students, a faculty member, and an administrator, studying social mobility in Denmark. Coauthored by a faculty member and student from the trip, the article qualitatively reflects on student gains in personal growth, social connectedness, professional skills, and sociological knowledge. The article concludes by advocating for more targeted programming in recruiting and supporting first-generation students in educational travel.

Virtual Fieldtrips and Climate Change Education for Tourism Students

<p><b>Abstract </b></p> <p>While the pedagogical benefits of fieldtrips have long been recognised our ever increasing understanding of the impacts of flying on climate change is presenting educators with a poignant dilemma; the many benefits long associated with international fieldtrips are at odds with the world community’s needs in limiting/halting climatic change. In response, the paper presents the concept of a VR-based virtual fieldtrip as an innovative and carbon-sensitive type of (educational) travel. The paper not only makes the case for virtual fieldtrips as a meaningful learning tool but also explores both the virtual fieldtrip’s impact on Greenhouse Gas emissions and climate change-related learning. On both accounts the initial findings in this paper are very encouraging. More in-depth research is now required to not only develop a deeper understanding of the full breadth of benefits, but also of the diverse weaknesses presented by virtual fieldtrips and how to negotiate them.</p>

Virtual Fieldtrips and Climate Change Education for Tourism Students

<p><b>Abstract </b></p> <p>While the pedagogical benefits of fieldtrips have long been recognised our ever increasing understanding of the impacts of flying on climate change is presenting educators with a poignant dilemma; the many benefits long associated with international fieldtrips are at odds with the world community’s needs in limiting/halting climatic change. In response, the paper presents the concept of a VR-based virtual fieldtrip as an innovative and carbon-sensitive type of (educational) travel. The paper not only makes the case for virtual fieldtrips as a meaningful learning tool but also explores both the virtual fieldtrip’s impact on Greenhouse Gas emissions and climate change-related learning. On both accounts the initial findings in this paper are very encouraging. More in-depth research is now required to not only develop a deeper understanding of the full breadth of benefits, but also of the diverse weaknesses presented by virtual fieldtrips and how to negotiate them.</p>