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This chapter addresses the need for educational change in the face of uncertainties posed by overtourism. It is underpinned by a critical discussion of the challenges to liberal education advocated in Tribe’s (2002) ethical-tourism-in-action education to connect with the broader PRME higher education goals to develop future leaders with the knowledge, skills, and capabilities to address the United Nations Sustainable Development Goals (SDGs). A case study based on a global immersion practicum in Bali is used. Instruction on steps of evidence-based practice and research skills enables students to identify problem areas of priority for the long-term sustainable and responsible vision for tourism growth in the Badung region of Bali in light of overtourism. In order to develop a transformative education of future tourism practitioners, an evidence-based transformational tourism education framework operationalises different educational practices that include core theoretical knowledge, experiential learning, community- and problem-based learning and participatory research. The proposed framework provides an inspirational design and practical tourism education strategy to address overtourism. By sitting within cutting-edge evidence-driven education and research paradigms that draw on extant knowledge, the framework allows for the engagement and contributions of the three constituencies explicitly recognised by PRME: students, business (stakeholders), and faculty.
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