UDC 378.147:796.5(091).(477.87)(045)
DOI: https://doi.org/10.59694/ped_sciences.2026.22.074
PEDAGOGICAL POSSIBILITIES OF TEACHING TOURISM HISTORY THROUGH THE EXAMPLE OF TRANSCARPATHIA: LOCAL HERITAGE, HISTORICAL CONSCIOUSNESS
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BERGHAUER Sandor Oleksandrovich
PhD, Associate Professor Department of Geography and Tourism
Ferenc Rákóczi II Transcarpathian Hungarian University
ORCID іD: https://orcid.org/0000-0002-3832-2692
OLAH NataliiaKarlivna
Senior Teacher Department of Geography and Tourism
Ferenc Rákóczi II Transcarpathian Hungarian University Postgraduate Student
at the Department of Landscape Protection and Environmental Geography,
University of Debrecen Debrecen, Hungary
ORCID іD: https://orcid.org/0000-0001-8748-7832
Abstract:
The study examines the pedagogical possibilities of teaching tourism history using the example of Transcarpathia, with particular attention to the relationship between local heritage, historical awareness, and destination-oriented thinking. In contemporary education, tourism is increasingly interpreted not only as an economic activity but also as a cultural and social phenomenon that contributes to identity formation and the preservation of community memory. Therefore, the integration of tourism history into educational processes can serve as an effective tool for developing historical thinking, spatial awareness, and regional identity, particularly within tourism and recreation study programs aligned with the national higher education standard for tourism (Specialty 242 – Tourism).
The research is based on the analysis of theoretical and empirical literature in the fields of tourism studies, geography, and education, as well as on the interpretation of regional tourism development processes in Transcarpathia. The study applies an interdisciplinary pedagogical approach that combines historical analysis, place-based learning, and experiential teaching methods. Special emphasis is placed on the role of local cultural and natural heritage in shaping students’ understanding of tourism and regional development.
The results indicate that the teaching of tourism history can significantly enhance students’ engagement with their local environment and strengthen their awareness of cultural heritage as a resource for sustainable development. Project-based learning, fieldwork, and digital mapping activities are identified as effective pedagogical tools for connecting theoretical knowledge with real-world experiences. The findings also highlight the importance of integrating sustainability and community participation into tourism education.
The study concludes that tourism history education represents a valuable pedagogical framework for fostering regional identity, cultural responsibility, and destination-oriented thinking. In the context of regional development, the systematic inclusion of tourism history in educational programs can contribute to the formation of responsible attitudes toward heritage preservation and sustainable tourism practices.
Keywords: tourism history, tourism education, place-based learning, local heritage, regional identity, sustainable tourism, Transcarpathia.
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