Artificial Intelligence in High School Tourism Education

Abstract

This study examines the systemic feasibility of integrating Artificial Intelligence (AI) into high school tourism education in resource-constrained contexts, focusing on the uMgungundlovu District of KwaZulu-Natal, South Africa, as a qualitative case study. Drawing on open-ended responses from 15 purposively selected tourism educators, the study applies Rogers’ Diffusion of Innovations (DOI) theory to examine how infrastructural readiness, curriculum alignment, professional capacity, and ethical governance shape educators’ perceptions of AI adoption. Framed as a qualitative exploratory study, the study collected data via online open-ended questionnaires from educators in both urban and rural schools with varying resource levels. The findings indicate that AI adoption is highly contingent on basic infrastructure constraints. Although educators recognize AI’s potential to improve student engagement and industry relevance, limitations in digital infrastructure, professional development, curriculum guidance within the CAPS framework, and ethical concerns hinder its implementation. The study argues that AI integration is not merely a pedagogical shift but a complex challenge of governance and systems readiness. By framing AI adoption through the lens of educational equity, the paper proposes a phased, context-sensitive policy framework. This approach aligns tourism education with Sustainable Development Goals 4 (Quality Education) and 8 (Decent Work and Economic Growth) in low-resource secondary environments.