ArticleFrontiers in psychology2026
From support to sustained engagement: internalization processes in experiential learning in tourism management education.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Purpose: Grounded in the frameworks of Education for Sustainable Development (ESD) and Sustainable Development Goal 4.7 (SDG 4.7), this study explores how support mechanisms in experiential learning within tourism management influence students' sustained engagement through processes of internalization. Methods: A qualitative research design was adopted. Guided by constructivist grounded theory, semi-structured interviews were conducted with tourism management teachers ( Findings: The findings indicate that: (1) teacher instructional guidance demonstrates a dual-pathway structure consisting of structured guidance and reflective-emotional guidance, which provides students with action pathways and regulates uncertain learning contexts; (2) student participation support sustains the progression of learning through mechanisms of cognitive coordination and emotion regulation; and (3) during sustained engagement, these forms of support are gradually internalized, manifested in the formation of psychological safety, which further reinforces self-efficacy and participation interest, and ultimately transforms into stable positive psychological experiences, thereby supporting sustained engagement. Conclusion: From a process-oriented perspective, this study reveals the formation mechanism of support-internalization-sustained engagement in experiential learning within tourism management education.
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