The study evaluated the accounts of hospitality marketing students to determine the impact of activity-based teaching on the learning process and learning outcomes. The qualitative study involved interviews of 36 students from 2 hospitality marketing classes, which were analyzed using typology and logical analysis. The results showed that activity-based teaching can deliver academic lessons, skills and competencies, and personal lessons. Activity-based teaching supported active knowledge building, problem resolution skills and work preparedness of students. Continuous application of the method can lead to broader and greater outcomes for students and hospitality and tourism education in general.
Key words: Hospitality marketing, activity-based teaching, problem-based learning, work-based instruction, hospitality education, tourism education, business perception.
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