RESEARCH ON THE INTERNATIONAL ADAPTABILITY OF THE “CHINESE + TOURISM SKILLS” INTEGRATED EDUCATION MODEL

Author: Zhai Lian

ABSTRACT  

Against the backdrop of the Belt and Road Initiative and the post-pandemic recovery of the global tourism industry, the “Chinese+Tourism Skills” integrated education model has emerged as a pivotal mechanism for cultivating international tourism talents capable of bridging linguistic and cultural gaps. However, its transnational promotion faces significant challenges stemming from divergent cultural contexts, market demand structures, and educational system frameworks. This study employs a mixed-methods research design, integrating quantitative surveys (600 learners, 80 teachers), qualitative interviews (40 tourism enterprise managers), and in-depth case studies across three geographically and culturally distinct regions: Southeast Asia (Thailand), Europe (Germany), and South Asia (Pakistan). Empirical data reveal substantial regional disparities in model adaptation: Southeast Asia demonstrates the highest overall adaptability (learner satisfaction: 4.2/5.0; graduate employment rate: 78%), driven by robust demand for Chinese-speaking tourism professionals and cultural proximity. Europe exhibits the lowest adaptation levels (satisfaction: 2.8/5.0; dropout rate: 42%), primarily due to language barriers and misalignment with local vocational education standards. South Asia presents a moderate adaptation profile (satisfaction: 3.5/5.0; enterprise recognition: 71%), with strengths in cultural affinity offset by infrastructure limitations.  Key adaptation barriers include language proficiency gaps (68% of German respondents), cultural value conflicts (59% of Pakistani teachers), and policy-qualification mismatches (45% of global enterprises). To address these challenges, this study proposes a “3D Adaptation Framework” (Demand-Oriented Curriculum, Culture-Embedded Teaching, Policy-Linked Evaluation) grounded in real-world case insights, such as the “four-party collaboration mechanism” (government-enterprise-association-school) successfully implemented in the Maldives. This research contributes empirical evidence to the field of international vocational education, validating the necessity of context-specific adaptation for “Chinese + Vocational Skills” models. The framework provides actionable guidance for educational institutions, policymakers, and industry stakeholders engaged in cross-border tourism education cooperation.

Keywords: Chinese Language Education, Tourism Skills, Integrated Education Model, International Adaptability, Cross-Cultural Communication, Vocational Education Globalization

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