TRANSFORMING TOURISM EDUCATION THROUGH DIDACTIC INNOVATION: TRIPLE ALIGNMENT MODEL

Abstract

This article proposes a Triple Alignment Model higher education programmes in tourism In Armenia, a sector currently characterised by a significant theory-practice gap. The research addresses a structural imbalance where curricula consist of 80% theoretical content and only 20% professional application. The proposed framework reconciles three distinct axes: pedagogical theory, international quality benchmarks, and regional resource feasibility. By synthesising global best practices from the University of Surrey, Griffith University, and the School of Hotel and Tourism Management at The Hong Kong Polytechnic University with UN Tourism TedQual and UNESCO Education for Sustainable Development (ESD) standards, the study develops a resource-conscious roadmap tailored to the Armenian context. Findings indicate that the adoption of Living Lab methodologies and authentic assessment provides a pragmatic alternative to capital intensive university infrastructure. These approaches allow Armenian institutions to utilise existing community assets as primary learning environments. By shifting the focus from rote memorisation to industry-aligned performance, the model bypasses traditional regulatory bottlenecks associated with static curricula. This alignment serves to bridge the existing competencies gap, directly reconciling graduate skills with the digital and ethical requirements of the expanding visitor economy in Armenia. The framework facilitates a transition from a knowledge transfer system to a competency-based ecosystem that ensures long term graduate employability.