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Abstract

This paper focuses on the area of sustainable literacy and the role of tourism higher education in providing skilled graduates to facilitate the transition towards Net-Zero emissions. Taking a knowledge management perspective, curricula are assessed based on their adherence to explicit knowledge stocks identified as key elements of sustainable literacy. Desk-based research was conducted to develop a quantitative research analysis tool. A case study approach was applied to the Republic of Ireland to assess the higher education provider’s provision of sustainable literacy. The findings identified that third-level tourism degrees have a significant knowledge gap in the area of sustainable literacy, particularly in the area of measuring and monitoring emissions to facilitate the transition towards Net-Zero emissions before 2050. These findings are helpful for practitioners and educators alike to increase the standards required in the workforce.

Keywords

Sustainable literacy decarbonisation net-zero higher education sustainable tourism development climate action

Introduction

This paper aims to evaluate the effectiveness of tourism Higher Education Institutions (HEIs) in incorporating sustainable literacy and climate action into their module syllabi. The study seeks to address the research question: “Do tourism module syllabi in Higher Education equip graduates with the skills necessary to contribute positively to the sustainable development of the tourism industry?”. To achieve this overarching purpose, the study is guided by three key objectives:

1. To assess whether the learning outcomes of tourism programs at HEIs are explicitly aligned with the United Nations Sustainable Development Goals (UNSDGs).

2. To investigate whether the content of tourism modules facilitates the effective transfer of knowledge regarding sustainable and Net-Zero policies and practices.

3. To examine the extent to which tourism HEIs recognise their own needs and deficits in sustainable literacy and explicit knowledge.

Tourism is vital to the Irish economy, generating over €9.5 billion in 2019 and employing around 260,000 people (Fáilte Ireland, 2019). However, the sector produced an estimated 11.62 MtCO2eq in emissions that year, with 63% stemming from international aviation (Conefrey and Hanrahan, 2022a). In line with EU commitments, Ireland must reduce emissions by 51% by 2030 and achieve Net-Zero by 2050, yet it has not met these targets, incurring financial penalties. Critics argue that national tourism strategies inadequately address necessary climate actions (Conefrey and Hanrahan, 2022b).

Historically, tourism has been seen as a “smokeless industry” (Tang et al., 2022), suggesting it provides significant benefits with minimal impact. This view has allowed unchecked growth, ignoring environmental consequences, particularly carbon emissions (Ko, 2005; Sun and Higham, 2021). There is growing recognition that sustainable tourism must consider the long-term effects of resource misallocation and the carbon footprint of travel (Milano et al., 2019).

While some studies indicate that tourism graduates are exposed to sustainable principles (Bowan and Dallam, 2020; Septyandi and Prawira, 2022), others argue that curricula fail to prepare them for challenges like climate change (Scott and Gössling, 2022c). Despite differing recommendations, scholars agree on the need to move beyond “growth fetishism” (Arrobas et al., 2020). Achieving this balance requires a shared understanding of sustainable literacy among academia, policymakers and industry practitioners.

Tourism literacy is essential not only for informing policymakers but also for inspiring educators (Cooper, 2018). This knowledge must be accessible to the industry to effectively address the Net-Zero challenge, as sustainable tourism requires active decarbonisation (Scott and Gössling, 2022c). By empowering stakeholders, sustainable tourism literacy fosters change and supports sustainable development (Garay et al., 2017). This paper adopts a knowledge management framework to investigate the role of tourism education in enhancing sustainable tourism literacy, with a focus on achieving Net-Zero emissions by 2050. Using Irish higher education institutions as a case study, it aims to identify gaps in education that impede the industry’s upskilling for a decarbonised future.

The Net-Zero challenge

For tourism to effectively contribute to climate action and achieve Net-Zero emissions, it must significantly engage in global decarbonisation, a vital component of sustainability. (Scott, 2021). This process involves reducing emissions from electricity generation, industrial processes, and transportation by transitioning to renewable energy and adopting sustainable practices (Wimbardana and Djalante, 2020). Consequently, there is an increasing imperative for tourism stakeholders to implement decarbonisation strategies to mitigate emissions from travel, accommodation, and recreation (WTTC-UNEP-UNFCCC, 2021). Key components of this decarbonisation must be systematically addressed to support the Net-Zero transition, as detailed in Table 1.

Table 1.

Key components of decarbonisation in tourism.

Component	Description
Policy and regulation frameworks	• Implement policies to measure, monitor, and limit emissions, holding stakeholders accountable
	• Improve local infrastructure for sustainable practices
	• Prioritise budgeting for decarbonisation investments
	• Establish incentives, such as tax breaks for green businesses
Sustainable transportation	• Promoting electric and public transport to reduce emissions
	• Invest in public transport infrastructure to encourage sustainable travel
	• Offer carbon offset programs through tour operators and airlines
Efficiency in accommodation	• Implement energy-efficient systems (e.g., LED lighting, smart thermostats, solar panels)
	• Initiate water-saving measures like leak checks and rainwater harvesting
	• Reduce waste through composting and recycling
	• Evaluate supply chains for sustainability alignment
	• Seek relevant certifications
Sustainable practices in activities	• Promote eco-friendly activities (e.g., hiking, wildlife watching)
Sustainable practices in activities	• Encourage locally sourced food and products
Stakeholder collaboration	• Foster partnerships among governments, businesses, and communities for regional decarbonisation
	• Pool resources for greater impact and promote environmental stewardship
	• Improve data collection on visitor behaviour for accurate emissions assessments
Education and empowerment	• Incorporate decarbonisation training for the tourism workforce
	• Raise awareness among travellers about sustainable choices
	• Empower local communities to contribute to decarbonisation efforts
Carbon offsetting	• Support initiatives that compensate for emissions through carbon sequestration and renewable energy projects

Source adapted and modified: (Abreu et al., 2024; Becken, 2019; Becken and Coghlan, 2022; Conefrey et al., 2024; Sun et al., 2023; Sun and Higham, 2021; WTTC-UNEP-UNFCCC, 2021).

Addressing these decarbonisation components can substantially reduce emissions in the tourism industry and promote sustainable development.

In 2021, the Glasgow Declaration on Climate Action in Tourism was established to accelerate climate action in tourism and strengthen commitments to the Net-Zero agenda (UNWTO, 2023a). Achieving this goal is challenging, with tourism emissions estimated to account for 8–11% of total global emissions (WTTC-UNEP-UNFCCC, 2021). Lenzen et al. (2018) reported that global tourism produced 3.9–4.5 Gt CO2eq (8% of global emissions) between 2009 and 2013, excluding short-lived aviation emissions.

The Intergovernmental Panel on Climate Change defines Net-Zero emissions as “achieved when anthropogenic emissions of greenhouse gases to the atmosphere are balanced by anthropogenic removals over a specified period” (Scott and Gössling, 2022a). While all sectors recognise the importance of managing emissions, context-specific interventions are essential. Krishnan et al. (2022) note that Net-Zero goes beyond carbon neutrality, requiring maximum feasible emission reductions across all scopes before 2050, alongside the removal of residual emissions. This alignment with a 1.5°C science-based target is crucial.

Research acknowledges that achieving Net-Zero in tourism is a challenge due to its interdisciplinary nature (UN, 2023a; WTTC-UNEP-UNFCCC, 2021). While tourism can advocate for sustainability, it is also a major emitter, with some researchers suggesting that emissions are often underestimated and lack comparability (Gössling and Buckley, 2016). Hence, urgent action is needed to enhance research and standardise emissions measurement (IPCC, 2023; UNWTO, 2023b; WTTC-UNEP-UNFCCC, 2021). Establishing reliable decarbonisation targets and evidence-based policies is crucial, alongside increased government support and incentives to mitigate financial constraints and reliance on carbon-intensive infrastructure (WTTC-UNEP-UNFCCC, 2021). Achieving Net-Zero requires a fundamental transformation of the global economy (Krishnan et al., 2022; UN, 2023a). Therefore, advancing sustainable literacy in tourism education is essential for bolstering industry resilience.

Sustainable literacy and knowledge management

Sustainability is crucial in all tourism development strategies. The UNWTO (2024) defines sustainable tourism as: “Tourism that takes full account of its current and future economic, social and environmental impacts, addressing the needs of visitors, the industry, the environment, and host communities”. Recognised as one of the ten economic sectors in the UNEP Green Economy Report, greening tourism can enhance prosperity, create jobs, and reduce poverty.

For sustainable tourism development to succeed, informed participation from all stakeholders is essential. However, research on a priori knowledge and awareness of sustainable literacy remains limited (Cárdenas et al., 2015), and there is a notable lack of understanding about implementing sustainable initiatives (Singh and Dutt, 2023). Evidently, transitioning the industry at the EU level requires integrating sustainable literacy into tourism curricula.

HEIs play a crucial role in promoting sustainability and facilitating contextual changes relevant to their destinations (Barkathunnisha et al., 2019; Zizka and Varga, 2021). Researchers have raised concerns about how tourism can achieve Net-Zero due to insufficient decarbonisation knowledge within the industry (Becken and Coghlan, 2022). Therefore, HEIs must align industry needs with sustainability and climate action, equipping graduates with the knowledge necessary to tackle current Net-Zero challenges (Arrobas et al., 2020; Septyandi and Prawira, 2022). This approach can positively impact the industry and foster the development of competent graduates (López-Bonilla and López-Bonilla, 2014).

Many international organisations highlight the critical role of HEIs in delivering quality education for a sustainable future, as outlined in Goal 4 of the UNSDGs (UN, 2023b). The UNWTO (2022) emphasises the need for HEIs to revise their tourism curricula to ensure they are comprehensive and aligned with the evolving landscape, with a focus on sustainability. The report also stresses the importance of monitoring educational programs and training educators to effectively promote sustainable development.

Similarly, the EU (2024) and the EC (2024) are actively supporting HEIs by fostering cooperation to help the sector adapt to changing conditions. This includes enhancing curricula and educational resources that promote inclusion and sustainability, thereby contributing to Europe’s resilience.

While many HEIs acknowledge the significance of sustainability education (Mínguez et al., 2021), engagement with sustainable literacy in tourism curricula remains limited (Ruhanen and Bowles, 2020). This may be due to already full curricula and a lack of knowledge or training among educators, who may view the integration of sustainability as time-consuming (Décamps et al., 2017; Zizka and Varga, 2021). Hence, the challenge lies in shifting teaching paradigms to address the industry’s long-term sustainability needs (Mínguez et al., 2021).

Incorporating sustainable literacy into tourism curricula equips graduates with the skills to lead change, address sustainability issues, enhance destination competitiveness, and sustain the industry ( Arrobas et al., 2020; Chen et al., 2022; Septyandi and Prawira, 2022). Sustainable literacy combines knowledge with practical experience, making information actionable and shareable (Cooper, 2018).

A knowledge management approach is supported by academics, with explicit knowledge referring to codified information transferable through written communication (Hales and Jennings, 2017). For example, effective sustainability and decarbonisation policies and practices. While enterprises are increasingly inclined to adopt sustainable behaviours (El Dief and Font, 2010), they face constraints related to time, finance, and the realities of a labour-intensive industry with high turnover. Therefore, explicit knowledge must be credible, transparent, and easily codified to encourage uptake by enterprises.

For tourism to be sustainable, it must actively decarbonise (Scott and Gössling, 2022a). Tourism HEIs are well-positioned to shape the ethos and performance indicators of tourism curricula (Arrobas et al., 2020; Chen et al., 2022; Septyandi and Prawira, 2022). Thus, tourism graduates should be exposed to explicit sustainability knowledge by comparing global policies and practices. Additionally, HEIs should disseminate decarbonisation knowledge that reflects the sector’s challenges and realities, embedding a commitment to sustainable development and enhancing sustainability literacy to prepare graduates for current and future climate action regulations.

Curricula, sustainable literacy values and program learning outcomes

The universal acceptance of the need for all sectors to decarbonise aligns with a broader sustainable development agenda. However, some researchers argue that sustainable tourism principles are a micro solution to a macro problem, as there is limited consensus on translating theory into practical policies (Sharpley, 2010). Additionally, evidence suggests that these principles are not widely adopted at the destination level or among individual sectors, indicating that climate change may not be perceived as an immediate threat in some areas (Pham et al., 2022). Many scholars assert that tourism lacks credible climate action plans to meet emission reduction targets (Conefrey and Hanrahan, 2022a; Scott and Gössling, 2022a).

In this context, tourism HEIs are crucial in addressing sustainability and climate action needs, by producing skilled graduates. The Net-Zero goals and UNSDGs should serve as guiding principles, and curricula must reflect these objectives in both program and module learning outcomes.

The UNSDGs provide guidelines for implementing sustainable policies and practices (Boluk et al., 2019; Scott and Gössling, 2022c). Researchers argue that fulfilling any of the UNSDGs requires the active involvement of HEIs (Filho et al., 2023; Serafini et al., 2022). Several frameworks and initiatives have been established to support and monitor the integration of the UNSDGs within HEIs (Table 2).

Table 2.

Framework to support and monitor integrating the UNSDGs within HEIs.

Governance and resources	• Assessment: measure the current integration of UNSDGs
	• Incorporation: include UNSDGs in policies, mission statements, and strategic planning
	• Management: oversee scheduling and resource allocation
	• Implementation: invest in on-campus initiatives
	• Maturity Model
	○ Establish indicators for performance monitoring
	○ Evaluate awareness and attitudes towards UNSDGs for continuous improvement
	○ Utilises questionnaires, matrices and project dashboards
	• Resources needed
	○ Human: create a governance structure for UNSDG implementation
	○ Documentary: provide materials to clarify UNSDGs and sustainability competencies, identify learning objectives, and recognise effective methods
	○ Physical: create spaces for dialogue and program development
	○ IT: develop a web platform for communication and transparency
Learning and teachings	• Training: educate the community on UNSDGs
	• Curriculum integration: inclusion of UNSDGs in
	○ Course completion papers, dissertations, and theses
	○ Relevant disciplines’ curricula
	• Awareness development: foster graduate awareness through practical application
	• Promotion: actively teach and advocate for UNSDGs
Research and Outreach	• Research focus: align research directions with the UNSDGs
	• Project development
	○ Establish partnerships with schools, NGOs, private and public sector
	○ Conduct workshops addressing UNSDGs in HEIs
	• Outreach alignment: ensure outreach projects align with UNSDGs
	• Dissemination: share findings with civil society and train managers on the 2030 agenda

Adopted and modified: (Boluk et al., 2019; Ferrer-Estévez and Chalmeta, 2021; Filho et al., 2023; Serafini et al., 2022).

Therefore, all HEI staff and graduates should be upskilled and trained to understand the UNSDGs, fostering a robust sustainability culture to effectively combat climate change.

Methodology

Consistent studies assert that achieving a low-carbon pathway in tourism necessitates a skilled workforce capable of measuring emissions and optimising decarbonisation practices (Septyandi and Prawira, 2022). This study aims to assess Irish HEIs’ provision of sustainable literacy to prepare graduates for the Net-Zero agenda.

Employing a quantitative case study approach, the research involved desk-based analysis of academic literature, guiding principles, and governmental documents to develop a research analysis tool. A questionnaire was created with twenty-eight closed-ended questions, supplemented by some open-ended questions for additional comments. The questionnaire themes were organised into three research themes based on the literature (see Table 3).

Table 3.

Three research themes.

Theme	Objective	Authors
Alignment of program and module learning outcomes to UNSDGs	• Embedding UNSDGs as guiding principles for enterprises’ ethos and operational plans	(Conefrey and Hanrahan, 2022a, 2022b; Ferrer-Estévez and Chalmeta, 2021; Filho et al., 2023; Scott and Gössling, 2022a, 2022b; Serafini et al., 2022)
Explicit knowledge transfer and development of sustainable literacy, decarbonisation measurement and management skills	• Overview of international reports and practices	(Arrobas et al., 2020; Barkathunnisha et al., 2019; Conefrey and Hanrahan, 2022a; López-Bonilla and López-Bonilla, 2014; Mínguez et al., 2021; Pham et al., 2022; Ruhanen and Bowles, 2020; Scott and Gössling, 2022b; Septyandi and Prawira, 2022; Zizka and Varga, 2021)
	• Consideration is given to transferable knowledge
	• System boundaries
	• Use of technology
	• National and international strategies and practices
	• Application of decarbonisation agenda
Further learning needs	• Net-zero objectives	(Chen et al., 2022; Mínguez et al., 2021; Zizka and Varga, 2021)
Further learning needs	• Sustainable literacy and decarbonisation skills need

This study was funded by the Higher Education Authority in Ireland and involved a census of all Irish HEIs offering tourism education, from ordinary bachelor’s degrees to doctoral degrees (Table 4) for the academic year 2022-2023. The questionnaire was emailed to education managers of fourteen geographically dispersed tourism HEIs in the Republic of Ireland, resulting in a 92% response rate.

Table 4.

Irish tourism HEIs qualification levels.

Qualification level	Percentage of HEIs providing qualification level (%)
6	46
7	77
8	92
9	39
10	31

The quantitative data from each HEI was entered into a data analysis tool for constant comparison throughout the research process. A key objective was to identify knowledge gaps in HEI tourism programs regarding sustainable literacy (Carlisle et al., 2021). Participants were also invited to elaborate on specific themes through open-ended questions, with this qualitative data analysed using a thematic analysis to identify patterns (Maguire and Delahunt, 2017). Additionally, a cluster analysis was performed on several variables to classify and group responses (Cornish, 2007; Landau and Ster, 2010). This analysis allows for the grouping of tourism HEIs based on their responses, highlighting their level of provision in sustainability education and training.

To facilitate comparison between variables, the data was classified on an ordinal scale from 0 to 10, where 0 indicates low provision and 10 signifies high provision in sustainability and decarbonisation education and training (Fripp, 2016). The mean and standard deviation for each variable were then calculated to construct Z-scores for standardisation (Fripp, 2016; Nevil, 2023). Additionally, three cluster centres were established based on low, medium, and high responses from the HEIs for comparison against the Z-scores. A distance matrix was compiled to quantify the similarity between responses (Fripp, 2016; Landau and Ster, 2010). As a result, HEI tourism programs can be categorised into clusters for sustainable literacy and decarbonisation training.

Findings and discussion

The study’s first objective, which aimed to assess the alignment of program learning outcomes with the UNSDGs, revealed that 50% of Irish HEI tourism programs were not aligned (Table 5). Notably, 8% of managers expressed uncertainty about whether their programs were aware of the UNSDGs. According to Filho et al. (2023) and Serafini et al. (2022), HEIs bear the responsibility of equipping the next generation with the knowledge and skills needed to tackle sustainability challenges. However, previous research suggests that sustainability is not central to tourism programs (Deale et al., 2013). Overall, the findings indicate a deficient educational system with a questionable capacity to instil sustainable development as a guiding ethos for graduates.

Table 5.

Alignment of tourism programs to the UNSDGs.

Criteria assessed	Results (%)
Have you aligned your program(s) with the UNSDGs?	Yes	42%
	No	50%
	Don’t know	8%
Please indicate which UNSDGs you have aligned your program(s) with?	Of the 42% that answered ‘yes’ above, below is the percentage of UNSDGs that are aligned within the HEIs tourism program(s)
	Don’t know	20%
	No poverty	40%
	Zero hunger	40%
	Good health and wellbeing	60%
	Quality education	80%
	Gender equality	40%
	Clean water and sanitation	20%
	Affordable and clean energy	20%
	Decent work and economic growth	40%
	Industry, innovation and infrastructure	40%
	Reduced inequalities	20%
	Sustainable cities and communities	60%
	Responsible consumption and production	40%
	Climate action	20%
	Life below water	20%
	Life on land	20%
	Peace, justice and strong institutions	20%
	Partnerships for the goals	20%

The data reveals significant knowledge gaps among Irish tourism HEIs regarding sustainable literacy and climate action, with only 20% of programs aligning with “Goal 13: Climate Action”. This lack of pro-climate ambition aligns with studies indicating a disconnect between tourism education and the international sustainability and climate action agenda (Hales and Jennings, 2017). Alarmingly, only 9% of Irish HEI tourism programs have learning outcomes specifically focused on decarbonisation, while 34% include module learning outcomes addressing decarbonisation (see Table 6).

Table 6.

Alignment of program and module learning outcomes to the Net-Zero agenda.

Criteria assessed	Yes (%)
Do any of your program(s) learning outcomes focus on decarbonisation?	9
Do any of your module(s) learning outcomes focus on decarbonisation?	34

The findings confirm a lack of engagement with sustainable literacy in HEI tourism programs (Ruhanen and Bowles, 2020). Given that climate action is a primary goal of sustainable development (Conefrey and Hanrahan, 2022b; Scott and Gössling, 2022c), it is essential for educators to motivate graduates and future enterprises to integrate the UNSDGs into their mission and value statements. This aligns with previous research highlighting gaps in sustainable literacy related to climate action (Carlisle et al., 2021). This study presents an opportunity for HEIs to realign their tourism programs with the UNSDGs, particularly “Goal 13: Climate Action”, to ensure the industry is prepared for a clean transition to a decarbonised world.

The second research objective aimed to investigate whether tourism educators facilitated the explicit transfer of knowledge regarding sustainable literacy and key decarbonisation components, which are essential for sustainability. Graduates need a comprehensive understanding of the Net-Zero agenda, so data was collected to examine tourism program content related to the relationship between tourism and climate change (see Table 7).

Table 7.

Knowledge pertaining to the impacts of tourism on climate change.

Criteria assessed	Yes (%)
Does your program(s) provide education on the impact of tourism on carbon emissions?	92
Does your program(s) provide education on the bi-directional relationship between tourism and climate change?	41
Does your program(s) provide education on the impact of carbon emissions (CO2eq) on climate change?	50
Does your program(s) provide education on the need for behavioural adaptations to achieve decarbonisation	33

The research identified a significant lack of education on the bi-directional relationship between tourism and climate change, with only 41% coverage on this topic, and 50% addressing the impact of carbon emissions on climate change. While the impact of tourism on carbon emissions was clearly communicated in 92% of programs, the findings support Scott and Gössling’s (2022c) assertion that graduates are ill-prepared to effect change, as 67% of programs do not explicitly promote effective behavioural changes. This may indicate a lack of knowledge among educators or a tendency to focus on minutiae rather than the broader theme of tourism and climate change.

The literature supports the inclusion of tourism sustainability and decarbonisation policies in program content, as this explicit knowledge equips graduates to help destinations meet sustainable development and Net-Zero goals. By examining such policies, graduates can become aware of international solutions and assess their relevance to their operational contexts. While Table 8 indicates that graduates are knowledgeable about policies like slow tourism (42%) and the circular economy (42%), there is a notable absence of content on demarketing policies, Environmental Social Governance, and data-rich satellite accounts, all of which scored just 17%. This gap limits graduates’ explicit knowledge of proven sustainable policies for decarbonisation.

Table 8.

Knowledge pertaining to sustainable policies.

Criteria assessed	Yes (%)
Does your program(s) provide education on the circular economy?	42
Does your program(s) provide education on slow tourism?	42
Does your program(s) provide education on demarketing?	17
Does your program(s) provide education on customer relationship management systems (CRMs)?	25
Does your program(s) provide education on ESG (environmental social governance) sustainability management?	17
Does your program(s) provide education on low-carbon transport?	33
Does your program(s) provide education on low-carbon tourism?	33
Does your program(s) provide education on establishing tourism satellite accounts?	17

While the exploration of sustainability policies is commendable, there is a pressing need to integrate these into applicable sustainable practices to enhance graduates’ awareness of key sector challenges (Bowan and Dallam, 2020), develop critical thinking skills (Arrobas et al., 2020), and bolster their self-efficacy in addressing contemporary issues (Chen et al., 2022).

Regarding transferable sustainable tourism practices, Table 9 reveals that a significant number of Irish tourism HEIs offer education on responsible travel (92%) and decarbonisation practices, such as local product sourcing (42%) and renewable energy use (42%). However, there is a notable lack of instruction on direct decarbonisation practices, such as building adaptations (17%) and negotiations with energy suppliers (17%). Additionally, indirect decarbonisation practices, including carbon offsetting (25%), sustainable IT usage (17%), and sustainable finance (17%), are also underrepresented in the curriculum.

Table 9.

Knowledge pertaining to sustainability/decarbonisation practices.

Criteria assessed	Yes (%)
Does your program(s) provide education on responsible travel?	92
Does your program(s) provide education on tourism decarbonisation practices?	50
Does your program(s) provide education on offering/supporting more sustainable trip options (for visitors & employees)?	17
Does your program(s) provide education on sustainable cloud computing, IT and software?	17
Does your program(s) provide education on compensating emissions (offsetting/ carbon credits)?	25
Does your program(s) provide education on encouraging investment in the conservation of biodiversity?	25
Does your program(s) provide education on encouraging investment in technology-based solutions (direct air capture, enhanced weathering, biodigester)?	25
Does your program(s) provide education on local product sourcing?	42
Does your program(s) provide education on urban/ building improvements?	17
Does your program(s) provide education on sustainable finance?	17
Does your program(s) provide education on sustainable insurance?	17
Does your program(s) provide education on consulting with energy providers about how to reduce costs and consumption?	17
Does your program(s) provide education on adopting electricity, heating, and cooling efficiencies?	25
Does your program(s) provide education on adopting renewable energy sources?	42
Does your program(s) provide education on the roles and responsibilities of sustainability officer/manager?	25

The literature emphasises that equipping graduates with decarbonisation knowledge is essential for fostering skills to effect change and manage emissions (Chen et al., 2022). Table 10 highlights a critical gap, revealing that only 50% of tourism programs in HEIs offer training on measuring tourism emissions. Furthermore, there is a lack of skill development in key areas, including the use of carbon calculators (25%), GIS technology (17%), and data collection and distribution skills (17%).

Table 10.

Knowledge pertaining to the measurement of tourism impacts.

Criteria assessed	Yes (%)
Does your program(s) provide training on how to measure tourism emissions?	50
Does your program(s) provide education on identifying system boundaries to measure tourism emissions?	17
Does your program(s) provide education on data collection and distribution?	17
Does your program(s) provide education on measuring and monitoring emissions?	33
Does your program(s) provide education on sustainable performance measurement?	25
Does your program(s) provide education on digital carbon footprint management systems?	25
Does your program(s) provide education on energy management systems?	42
Does your program(s) provide education on water management systems?	42
Does your program(s) provide education on optimising ground fleet?	25
Does your program(s) provide education on using more fuel-efficient/ electric transportation?	17
Does your program(s) provide education on utilising GIS (geographic information systems) mapping?	17

Carlisle et al. (2021) argue that climate action skills are vital for implementing Environmental Management Systems, enabling effective measurement, monitoring, and reduction of fossil fuel, waste, water, and energy consumption. By promoting alternative technologies and enhancing recycling and composting, tourism can support the circular economy. However, the findings indicate that while some HEIs strive to meet the needs of the tourism industry alongside sustainability and climate action, gaps remain in the knowledge transfer of credible training within Irish tourism programs (Arrobas et al., 2020; Septyandi and Prawira, 2022). Consequently, Irish tourism graduates may be ill-equipped to accurately measure, monitor, and report emissions using internationally recommended carbon footprint methodologies (Conefrey and Hanrahan, 2022a).

Tourism cannot be deemed sustainable without active decarbonisation efforts (Scott, 2021). Therefore, a crucial aspect of knowledge transfer in tourism HEIs is skill development in implementing internationally recognised sustainability and decarbonisation practices, such as waste management and reducing unsustainable inputs (Carlisle et al., 2021; Décamps et al., 2017; Zizka and Varga, 2021). Table 11 indicates that HEI tourism programs effectively transfer actionable knowledge, exemplified by efforts to eliminate unnecessary plastics (42%), reduce energy usage (42%), and provide staff training (42%). However, there remains potential for growth, as many essential skills—such as low-carbon menu development, fossil fuel consumption reduction, and the introduction of free water stations—are underdeveloped in these programs.

Table 11.

Knowledge pertaining to the management of tourism impacts.

Criteria assessed	Yes (%)
Does your program(s) provide education on eliminating unnecessary plastics?	42%
Does your program(s) provide education on eliminating unnecessary lights?	42%
Does your program(s) provide education on integrating reusable items?	33%
Does your program(s) provide education on reduce, reuse and recycle?	42%
Does your program(s) provide education on reducing water waste?	42%
Does your program(s) provide education on reducing food waste?	42%
Does your program(s) provide education on reducing solid waste?	25%
Does your program(s) provide education on reducing fossil fuel consumption?	33%
Does your program(s) provide education on reducing emissions?	42%
Does your program(s) provide education on reducing energy usage?	42%
Does your program(s) provide education on developing a strict policy of turning off equipment?	42%
Does your program(s) provide education on developing an on/ off checklist for all equipment?	25
Does your program(s) provide education on introducing free water stations?	17%
Does your program(s) provide education on low-carbon menu options?	33%
Does your program(s) provide education on observing how staff use energy appliances?	25%
Does your program(s) provide education on how to provide guidance and training to operational staff?	42%

These results highlight two key points. First, the complexity of developing and delivering curricula that effectively transfer relevant knowledge for decarbonisation is significant, especially given the vast amount of existing knowledge and the limited resources available for module delivery. Second, a skilled workforce capable of driving the Net-Zero agenda is essential (López-Bonilla and López-Bonilla, 2014). However, effective knowledge transfer requires comprehensive insight and competence in recipients (Cooper, 2018), which the data suggests has not been achieved. Overall, it appears that Irish tourism HEIs are insufficiently preparing graduates with the necessary sustainability and Net-Zero knowledge.

The final objective of the research was to assess education managers’ perceptions regarding lecturers' preparedness to deliver decarbonisation content. Many tourism educators may feel overwhelmed by the responsibility of integrating sustainable literacy into an already packed curriculum and may lack the necessary training for effective knowledge transfer (Zizka and Varga, 2021). The study found that 83% of education managers expressed a desire for additional training on tourism decarbonisation practices (Table 12). Comments from the open-ended survey question indicated specific knowledge gaps, including a need for “more discussion on the topic”, “guidance from best practices” and “more training within the faculty”.

Table 12.

Continued professional development.

Criteria	Yes (%)
Would you or your colleague(s) like training on tourism decarbonisation practices?	83

Our results highlight the urgent need to enhance sustainable literacy, particularly regarding climate action in tourism education, to equip future graduates with the knowledge required to contribute to sustainability and Net-Zero goals. A factor analysis was conducted, but no significant themes emerged beyond the strong demand for continuous professional development among educators (Table 12). Consequently, a basic cluster analysis (Table 13) was performed to categorise HEIs’ tourism programs into low, medium, or high clusters for sustainable literacy, based on the responses of education managers detailed in Tables 7 –12.

Table 13.

Basic cluster analysis of explicit knowledge transfer in HEIs.

The analysis (Table 13) clearly indicates a deficiency in explicit knowledge regarding sustainable and decarbonisation policies and practices within HEIs. Additionally, there is insufficient knowledge transfer related to measuring and managing tourism impacts. It’s important to note that HEI curricula across all disciplines are reviewed every 5 years, suggesting potential changes before 2030. Notably, one HEI (respondent 6) had already undergone a review prior to this study. The insights from this analysis will inform future hypotheses (Landau and Ster, 2010). Therefore, the tourism education sector must invest in training to equip graduates with the essential skills and competencies needed to engage in the ongoing sustainability movement.

Conclusion

If tourism destinations are to transition to Net-Zero emissions before 2050, reskilling and upskilling current and future employees is essential. This research emphasises that HEIs play a crucial role in equipping tourism graduates with the knowledge and skills necessary to enhance sustainability and climate action (Arrobas et al., 2020). Curricula must be designed to deliver and transfer relevant explicit knowledge effectively. Graduates can only drive change if they possess the motivation and foundational sustainable literacy.

This study aligns with existing literature, highlighting that education in sustainable literacy and decarbonisation practices is vital for sustainable tourism (Scott and Gössling, 2022a; Septyandi and Prawira, 2022). It makes three key contributions:

1. HEIs leadership: Tourism HEIs must integrate the United Nations Sustainable Development Goals (UNSDGs) into their policies, mission statements, and strategic planning. This includes investing in training for the HEI community to actively implement the UNSDGs on campus. It’s crucial to embed these goals in the curricula across all disciplines and in research and outreach projects, as HEIs are responsible for equipping the next generation with the knowledge and skills needed to tackle sustainability challenges (Ferrer-Estévez and Chalmeta, 2021; Filho et al., 2023; Serafini et al., 2022). Thus, tourism programs and module learning outcomes should be explicitly aligned with the UNSDGs to instil sustainable development principles in graduates.

2. Promoting sustainable literacy: The research posits that sustainable literacy in tourism HEIs should focus on providing explicit knowledge of decarbonisation theories, policies, and practices. This will ensure that graduates are not only aware of key challenges but also develop the critical thinking skills necessary to apply their knowledge effectively in various contexts (Carlisle et al., 2021). By incorporating climate action skills into tourism curricula, HEIs can prepare graduates to measure, monitor, manage, and reduce emissions in the sector.

3. Adaptability of Faculty: Faculty must stay informed about changes in decarbonisation policies, practices, technologies, and the skills required in the field. This vigilance is essential to ensure that tourism graduates are both motivated and equipped to contribute positively to the sustainability and Net-Zero agenda.

Research implications and recommendations

The findings underscore the urgent need for tourism educators to receive additional training on decarbonisation practices and climate action. One of the primary roles of tourism HEIs is to cultivate future leaders (Septyandi and Prawira, 2022), which necessitates a balance between industry needs and environmental responsibilities. By embedding sustainable literacy within a knowledge management framework, HEIs can better equip graduates to address climate challenges. This approach facilitates the identification and rectification of knowledge gaps in curricula, prompting professionals to reconsider the significance of sustainability in tourism education.

It is apparent that many tourism programs have been designed primarily from an economic standpoint, resulting in a disregard for environmental concerns and sustainability principles. Therefore, a shift is needed to integrate these critical elements into the core of tourism education.

Based on the research findings, it is recommended that HEIs implement a comprehensive framework aimed at equipping institutional leaders with effective strategies for integrating sustainability into their curricula (Table 13). This framework offers a structured approach to enhance educational outcomes within the realm of sustainable tourism.

The research has successfully completed the preliminary phase of this framework by conducting a nationwide audit of tourism and hospitality curricula. This audit provides a critical assessment of existing program offerings, identifying gaps and opportunities for incorporating sustainability principles, which will inform the subsequent steps in the framework.

By implementing these steps, HEIs can create a robust framework for integrating sustainability into their curricula. These guidelines aim to systematise and enhance the contributions of these institutions toward achieving sustainability and Net-Zero goals (Table 14).

Table 14.

Guidelines for integrating sustainability into higher education curricula.

Key steps	Methods
Assessment and planning	• Curriculum audit: evaluate existing courses for sustainability content, identifying gaps and integration opportunities
Assessment and planning	• Stakeholder engagement: involve faculty, students, administration, and community partners in discussions about sustainability goals
Curriculum integration and development	• Interdisciplinary approach: encourage collaboration and embed sustainability themes across disciplines
	• Course design
	○ Integrate sustainability principles into existing courses
	○ Develop dedicated sustainability-focused courses
	○ Use project-based learning and case studies for real-world applications
Experiential learning	• Living lab: use campus for sustainability projects like energy audits, waste management programs and biodiversity studies
Experiential learning	• Field trips and internships: facilitate internships with sustainability-focused organisations and organize visits to eco-friendly projects
Research and innovation	• Sustainability projects: promote and fund projects addressing sustainability challenges
Research and innovation	• Innovation hubs: establish dedicated centres for sustainability research and development
Culture	• Awareness campaigns: promote sustainability initiatives through events and workshops
Culture	• Student involvement: encourage student organisations to engage in sustainability efforts and amplify student voices
Community and global engagement	• Partnerships and service learning: collaborate with local organisations for student-led sustainability projects
	• Public awareness campaigns: Involve students in campaigns to raise sustainability awareness
	• Global perspective: include global sustainability issues in the curriculum to broaden student understanding
Institutional commitment and development	• Sustainability policies: implement policies promoting sustainability across operations and curriculum
	• Funding and resources: allocate funds for sustainability initiatives and improvements
	• Faculty development: provide training and resources for integrating sustainability into teaching and research
	• Sustainability champions: support a dedicated team to lead sustainability initiatives and mentor peers
Assessment and continuous improvement	• Develop indicators: measure the impact of sustainability integration on learning and practices
	• Regular assessment: continuously evaluate effectiveness through feedback from stakeholders
	• Adapt and improve: use assessment results to adjust the curriculum and activities
	• Networking: join sustainability-focused networks for resource sharing and best practices

Source adapted and modified: (Fang, 2013; Gosselin et al., 2013; UCL, 2023; UNWTO, 2024).

In doing so, HEIs will equip students, faculty, and industry stakeholders to adopt a holistic approach that addresses the interconnected environmental, social, and economic challenges of the future. This comprehensive strategy not only fosters an understanding of sustainability principles but also empowers all stakeholders to actively engage in practices that contribute to a more sustainable and resilient tourism sector.

Future research direction

This research highlights critical barriers and enablers for integrating sustainability into HEI curricula. A follow-up study is planned in 2 years, creating a longitudinal framework to monitor changes in Irish tourism programs concerning the Net-Zero agenda. Furthermore, there’s potential to expand this study internationally, offering a comprehensive view of how various regions address these challenges and identify best practices for sharing.

Currently, the research is being implemented at multiple European universities involved in the EU Green European Alliance project, co-funded by the EU, including institutions in France, Portugal, Spain, and Romania. It is also being conducted across universities in the United Kingdom, further broadening its impact.

Finally, future research should also focus on evaluating students’ understanding and proficiency in sustainable tourism at a subject-specific level. Assessing how well students grasp the concepts, principles, and practices of sustainable tourism can provide valuable insights into the effectiveness of educational programs and inform potential improvements in curricula. This will help ensure that students are well-prepared to contribute to sustainable practices in the tourism sector.

Footnotes

Declaration of conflicting interests

The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding

The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: this work was funded by the Higher Education Authority (HEA).

ORCID iD

Anita Conefrey

Author Biographies

Anita Conefrey, Ms Conefrey has worked across a broad tourism industry spectrum and has developed a keen interest in encouraging climate action in tourism for sustainable development and management. Ms Conefrey graduated from the Institute of Technology Sligo in 2019 with a BSc (Hons) in Tourism with Event Management and was awarded a first-class classification. In 2019, Ms Conefrey was awarded a bursary to complete her doctoral research studies at Atlantic Technological University Sligo, Ireland. Ms Conefrey has developed the research skills of employing both quantitative and qualitative methodology analysis. Furthermore, Ms Conefrey’s research interests are focused on sustainable tourism management. More specifically, utilising an evidence-based approach to decarbonise the tourism industry and aid the transition towards Net-Zero emissions. In 2023, Ms. Conefrey successfully completed the GSTC Sustainable Tourism Training.

Dr James Hanrahan, BA, MSc, PhD, is currently a lecturer in Tourism Management in the School of Business and Social Science at Atlantic Technological University Sligo. Dr Hanrahan has worked as a tour guide, tour operator, tourism manager, tourism entrepreneur, tourism consultant and lecturer in Ireland, New Zealand, Hawaii, Bulgaria, California, and Britain. Additionally, Dr Hanrahan has a key set of publications related to sustainable destination management and an established track record in research supervision at PhD level. Dr Hanrahan continues to work for the public and private sectors in tourism planning and development.

Dr Conor McTiernan, PhD, is a lecturer in the Department of Tourism and Sport in Atlantic Technological University. He completed his PhD in Leeds Beckett University exploring the role of trust in inter-organisational knowledge transfer in Irish festival and event tourism networks. Conor’s teaching and research primarily focuses on sustainable tourism policy development, tourism networks, innovation, knowledge management and trust in tourism SMTE’s. Conor is also knowledgeable on tourism network formation and operation, especially facilitating knowledge transfer within network structures. Conor is a member the Irish Hospitality Institute, the First International Network of Trust and serves the organising committee for the Laurentic Forum, a network of Irish, Icelandic, Norwegian and Canadian tourism policy makers and practitioners dedicated to the development of a sustainable tourism sector that supports coastal communities.

Dr John Carty, PhD, is a lecturer in the Galway International Hotel School, Atlantic Technological University Galway. John has a background working in the tourism and hospitality industry. John teaches marketing, public relations and strategy to tourism, hospitality, and event management students. John’s research interests include, work-based learning, tourism stakeholder attitudes, festival and event engagement, higher education policy and planning, sustainability, and tourism impacts. John is a Fellow of the Irish Hospitality Institute and member of Skal International.

Dr Deirdre Byrne, PhD, is a staff researcher for the Department of Business and Social Science at ATU Sligo. Deirdre is a sociologist with a background in hospitality. She has worked as a qualified chef and at management level in Dublin, London and Australia. She is a qualitative mixed methods researcher and her doctorate explored food in residential care settings and centred on the sociologies of food and home. She has been involved in several qualitative community research projects as well as participatory research projects with community groups.

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Curricula,sustainable literacy and decarbonisation: The Net-Zero challenge for tourism educators in Ireland

Abstract

Keywords

Introduction

The Net-Zero challenge

Sustainable literacy and knowledge management

Curricula, sustainable literacy values and program learning outcomes

Methodology

Findings and discussion

Conclusion

Research implications and recommendations

Future research direction

Footnotes

Declaration of conflicting interests

Funding

ORCID iD

Author Biographies

References