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This chapter delves into the enhancement of the tourism industry through strategic entrepreneurship (SE) and digital transformation. The potential of these methodologies in revolutionizing tourism development and management is emphasized. The Fourth Industrial Revolution, characterized by technologies such as the Internet of Things, big data, artificial intelligence (AI), cloud computing, augmented and virtual reality, and 3D printing, has permeated various sectors including governance and commerce.

This paradigm shift has also seeped into tourism, dubbed as Tourism 4.0 by Korze (2019). As highlighted by Peceny et al. (2019), the infusion of critical communication and information technologies, particularly augmented reality (AR) and virtual reality (VR), into the tourism sector can provide tourists with vivid previews or simulations of attractions. Such immersive experiences can influence travel decisions.

There's an evident rise in the integration of the Fourth Industrial Revolution's technologies in tourism. A prominent example is the adoption of these innovations in digital marketing strategies, especially on social media platforms (Zeng & Gerritsen, 2014; Leung et al., 2013). Given the profound impact of digital tech in molding a network-driven consumer behavior (Rogers, 2016), it becomes imperative for the tourism sector to undergo a comprehensive digital metamorphosis, paying heed to value chains and systems (Ismail et al., 2017).

Furthermore, the importance of SE cannot be overlooked (Ireland et al., 2003; Ireland & Webb 2007). It encapsulates an entity's prowess in seizing opportunities with apt strategies, ensuring the tourism industry remains resilient and thriving.

With the progress of the education system, many technological inventions have been found to develop the learning and teaching process. Several factors contributed to the advancement of education, from computer-based materials to web-based programs and technical tools. All these have revolutionized the whole education system and changed it from a monotonous and traditional teacher-centered approach to a motivating and interactive learner-based approach. Recently, digital technology has been implemented in many educational processes to increase teacher–learner interaction. The main feature characterizing digital learning is the active engagement that transforms learners from passive attendants to active participants in the learning process. From this perspective, teachers and learners are considered educational technologists. The purpose of this chapter is to shift the role of creativity and critical thinking from teachers to learners and show how the latter could create authentic writing by employing technology that is used and needed in the workplace. In doing so, learners become ready for their career life, and they learn to be more creative and collaborative individuals.