Award Winners for Volume 10
Integrated Learning Between Vocational and Higher Education in Tourism Specialties: The Example of Estonia
Estonia is considering integrating vocational education training (VET) with higher education (HE) learning. Integrated education in the field of tourism is essential to guarantee students both practical and academic education. However, it is inaccessible due to insufficient knowledge about the needs and readiness of target groups for integrated learning and the lack of respective legislation. This research aims to determine the need and readiness of different target groups for implementing integrated learning. With institutional and border-crossing theory references, the study develops an empirical typology of integrated learning. The collaborative research method involves coordination between university researchers and tourism actors, students at the bachelor’s and vocational school levels, teachers at a vocational school, and employers of companies in the tourism sector (hotels, restaurants, and theme parks). Qualitative data was collected through semi-structured interviews. The data was analyzed using the transcribed text to find sections corresponding to indicators from theory, which were integrated into generalized categories. The results indicated that the target groups saw the need for integration. This research demonstrates ways to introduce integrated learning with a small-change project at the micro level and move step by step to the macro level.
This article addresses a critical and often overlooked challenge in tourism education: the structural divide between vocational education and training (VET) and higher education (HE). While both systems aim to prepare students for the labour market, they operate with different logics, expectations, and requirements, yet frequently overlapping learning outcomes. Our study highlights the need to move beyond this separation and explores how integrated learning can create meaningful connections between academic knowledge and practical skills.
Focusing on the Estonian context, the research demonstrates that there is a clear demand among students, educators, and employers for more flexible and integrated learning pathways. By applying institutional and boundary-crossing theories, the study provides a deeper understanding of the barriers and opportunities involved in aligning VET and HE. It also offers a practical contribution by proposing a step-by-step model for implementing integrated learning, starting from small-scale initiatives and moving towards systemic change.
The significance of this article lies in its multi-stakeholder perspective. By including students, teachers, and workplace supervisors, the paper captures the complexity of educational transformation in a sector dominated by small and medium-sized enterprises, where practical competencies and adaptability are essential. The findings underline the importance of redefining roles, reducing duplication of learning, and strengthening cooperation between educational institutions and industry. The integration of studies would also allow for more sustainable sharing of resources.
On a broader level, this research contributes to ongoing international discussions about workbased and work-integrated learning. It provides insights that are relevant not only for Estonia but also for other countries seeking to improve transitions between educational levels and enhance the relevance of higher education in rapidly changing labour markets.
From a personal academic perspective, this article reflects the authors’ long-term interest in connecting education with real-life practice, particularly in tourism and service sectors. It represents a step towards developing more integrated, flexible, and learner-centred educational models that respond to both societal needs and the realities of the workplac
—Anne Roosipõld, Mare Kurvits, Karit Jäärats, Krista Loogma