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CompetĂȘncias para o futuro do setor turĂstico no Ensino Superior
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Abstract(s)
O mundo estĂĄ em constante mudança, tendo como exemplos a crise econĂłmica, alteraçÔes climĂĄticas e a pandemia, que originaram mudanças de mentalidade, precauçÔes tanto a nĂvel econĂłmico, como consciencialização ambiental, e a nĂvel de segurança e saĂșde. Estas mudanças impactam nĂŁo sĂł a vida quotidiana das pessoas, mas tambĂ©m a sua vida profissional. O Turismo Ă© disso exemplo, pois as mudanças afetam nĂŁo sĂł a forma como os turistas o vivem, mas tambĂ©m a forma como Ă© ensinado no ensino superior a futuros profissionais da ĂĄrea.
A Next Tourism Generation Alliance apresenta uma prospeção do futuro das competĂȘncias que serĂŁo necessĂĄrias para os trabalhadores da ĂĄrea do Turismo, tendo em conta as mudanças que temos vindo a presenciar e divide-as em trĂȘs categorias: as competĂȘncias digitais, as competĂȘncias na ĂĄrea da sustentabilidade, e as competĂȘncias sociais.
Partindo desta premissa, procurou-se no presente trabalho identificar a presença destas trĂȘs competĂȘncias na oferta formativa de Turismo no Ensino Superior pĂșblico em Portugal.
Foram analisados os conteĂșdos programĂĄticos das Licenciaturas em Turismo no Ensino Superior pĂșblico em Portugal, por via de uma anĂĄlise de conteĂșdo e foram inquiridos os docentes coordenadores das mesmas, atravĂ©s de um questionĂĄrio de escolha mĂșltipla, tendo sido utilizada a metodologia utilizada no livro Factfulness, desenvolvida por Hans Rosling.
Ă concluĂdo que hĂĄ discrepĂąncias nas respostas fornecidas pelos docentes e na frequĂȘncia de palavras-chave associadas a cada competĂȘncia. Portanto, Ă© necessĂĄrio que as competĂȘncias sejam abordadas de maneira equitativa tanto nos programas curriculares quanto na comunicação dos docentes. Para isso, Ă© essencial que os docentes estejam atualizados em relação aos dados e evitem transmitir ideias preconcebidas aos futuros profissionais.
The world is constantly changing, with examples such as the economic crisis, climate change, and the pandemic, which have led to mindset changes, precautions on economic, environmental awareness, safety, and health levels. These changes impact not only peopleâs daily lives, but also working methods, and in tourism, it also affects how tourism is practiced and taught in higher education. The Next Tourism Generation Alliance, provides a prospection of the future skills required for professionals in the tourism industry, considering the ongoing changes. These skills are categorized into three groups: digital skills, green skills, and social skills. Based on this, the present study aimed to identify the presence of these three skills in the Tourism education programs offered in public higher education institutions in Portugal. The program contents of Tourism bachelorâs degrees in public higher education institutions in Portugal were analyzed through content analysis, and the coordinating teachers were surveyed using a multiple-choice questionnaire, following the methodology of the book âFactfulnessâ developed by Hans Rosling. It is concluded that there are disparities in the provided responses by teachers and in the frequency of keywords associated with each skill. Therefore, it is necessary for competences to be addressed equitably in both curriculum programs and teachersâ communication. To achieve this, it is essential for teachers to remain updated with data and avoid passing on preconceived ideas to future professionals.
The world is constantly changing, with examples such as the economic crisis, climate change, and the pandemic, which have led to mindset changes, precautions on economic, environmental awareness, safety, and health levels. These changes impact not only peopleâs daily lives, but also working methods, and in tourism, it also affects how tourism is practiced and taught in higher education. The Next Tourism Generation Alliance, provides a prospection of the future skills required for professionals in the tourism industry, considering the ongoing changes. These skills are categorized into three groups: digital skills, green skills, and social skills. Based on this, the present study aimed to identify the presence of these three skills in the Tourism education programs offered in public higher education institutions in Portugal. The program contents of Tourism bachelorâs degrees in public higher education institutions in Portugal were analyzed through content analysis, and the coordinating teachers were surveyed using a multiple-choice questionnaire, following the methodology of the book âFactfulnessâ developed by Hans Rosling. It is concluded that there are disparities in the provided responses by teachers and in the frequency of keywords associated with each skill. Therefore, it is necessary for competences to be addressed equitably in both curriculum programs and teachersâ communication. To achieve this, it is essential for teachers to remain updated with data and avoid passing on preconceived ideas to future professionals.
Description
Keywords
Docentes CompetĂȘncias Oferta formativa Turismo Educators Skills Educational offer Tourism