Unheard voices, unseen paths: Are we educating guides for all? The case for accessibility in tourist guiding curricula

Abstract

This study aims to evaluate the extent to which accessible tourism is integrated into the curricula of tour guiding programs in Turkey. As participation in tourism by people with disabilities (PwD) continues to grow, the role of tourist guides in addressing diverse accessibility needs has become increasingly significant. Employing a qualitative research design, the study utilizes content analysis to examine the curricula of 73 undergraduate and associate degree programs offered during the 2023–2024 academic year. Curricula were reviewed for the presence of courses explicitly labeled with accessibility-related terms such as “accessible tourism,” “disability guidance,” and “sign language.” Findings reveal that only 8 programs include accessibility-related courses, all of which are offered as electives. Moreover, the majority of these courses focus solely on sign language, with minimal credit hours and limited continuity, highlighting an insufficient commitment to comprehensive accessibility education. Only one program (Afyon Kocatepe University) offered a course addressing guiding for all disability groups. The results underscore the need for mandatory, inclusive coursework in accessible tourism within tour guiding education. Expanding both the scope and depth of such courses is essential to prepare future tour guides for the diverse needs of disabled tourists, thereby contributing to a more inclusive and equitable tourism sector.

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