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The purpose of this paper is to contribute to the analysis and grasp of accessible tourism, from its present into a medium-term future. It provides a socio-anthropological approach.

This paper uses the scenarios-planning analysis framework proposing four scenarios arising from the interaction of aforementioned driving forces. The author also use a trilemma to both form and evaluate scenarios. The criteria for the trilemma were (stakeholders, cooperation and prejudice).

The strength of combining a new set of driving forces, namely, empathy, apathy, certainty in economic profits and fear of economic losses, which would enable to draw four plausible scenarios into the future of accessible tourism within a scenarios-planning framework. The significance is to provide “food for thought” to address the future through a range of different concepts.

The main limitation is the difficulty to obtain honest answers about why the lack of development of accessible tourism.

Participant observation on both groups and individuals in vacation atmosphere. Also, in-depth interviews to different stakeholder representatives.

To try to explain to the stakeholders their wasted economic benefits and, at the same time, the opportunity of getting social prestige.

The main value is about considering the interplay of social concepts as empathy, apathy, “aesthetic prejudice” and fear of losses or faith in profits.

The purpose of this papers is to provide an overview of how students and teachers in Taiwan conceptualize learning, especially in technology-enhanced learning environments. Their conceptions of learning reveal the extent to which the prevalence of technological use in education has facilitated students to cultivate a more advanced conception of learning and develop a deeper learning approach.

It reviews a total of nine relevant case studies, covering the contexts of conventional schools (from elementary schools to college, and cram schools) as well as technology-enhanced environments (internet-assisted learning and mobile learning); and participants from Grade 2 students to adult learners as well as teachers. Their conceptions of learning and preferred learning approaches are summarized.

Results of the studies show the Taiwanese students’ and teachers’ conceptions of learning in general and of technology-enhanced learning in particular. The students tended to be passive learners to receive instructions and considered examinations as a short-term goal for their study, with surface learning approaches commonly adopted. Despite technology may help to promote their cultivation of a more sophisticated conception of learning, many of them still opted for rote memorization and practice as the major ways to study. The potentials of technology in enhancing learning thus have not been fully realized.

The results shed light on an Asian-specific educational culture which is exam oriented. They reveal the challenges regarding the use of technology in education, which hinder the promotion of students’ advanced conceptions of learning. They also highlight the directions of future work to create a more accessible and gratifying technology-enhanced environment.

As an institution that has invested in e-learning infrastructure and technology for e-learning delivery, Swinburne University of Technology Sarawak conducted The Digital Educator Series as a means of embracing this educational disruption. In particular, this paper reports on the first three courses held under the Digital Educator Series that aims to equip teachers with practical and effective online teaching to school teachers in Sarawak. While the training is still in effect, preliminary results are shared, and implications for practice and recommendations for further research are considered.

Approximately 136 questionnaires containing close-and open-ended items were distributed to the teacher participants of the Digital Educator Series. Close-ended items were designed to gather general information about their perceptions of online teaching and learning. Items were constructed to gather insights on familiarity with online teaching and learning, perceived usefulness of platforms such as Microsoft Teams and Google Classrooms. The open-ended items were designed to gather information on areas of improvement for the courses and professional development needs of teachers for online teaching.

The findings revealed very mixed responses in terms of teachers' familiarity with online teaching and learning. Nonetheless, it was encouraging that the majority of teachers felt positively about the impact and usefulness of the courses in the Digital Educator Series and have expressed that would like to learn more about online teaching pedagogy. Teachers reported the greatest familiarity with Google Classroom and were very positive about the applicability the Google Classroom Course (91.2%) in their own teaching practice. Conversely, all of the participants reported they were unfamiliar with Microsoft Teams. Accordingly, the teachers did not perceive its applicability to be as high as the Google Classroom. The qualitative findings further corroborated this and expressed the need for specific professional development programmes that include pedagogical and technological support. Overall, the teachers are strongly focussed in their professional development in order to improve their online teaching,

Like other research, this too has its limitations. The sample size in this study was restricted to those who attended the Digital Educator Series training. Hence the results of this study, whilst have been enriching, and to a certain extent are supported by the current literature, the accuracy of the description may be unique to this particular group of individuals, within this particular setting. Additionally, the study only relied on self-reports from both the questionnaire and the semi-structured interviews. This study accepts that self-reports have shortcomings. Not all experiences of the courses would have been readily accessible through the teachers' conscious reflections. This makes it difficult to construct a complete picture of the experience, challenges and identify all salient factors within a particular workshop or training.

Although the adoption of teaching and learning to online platforms is undoubtedly the way to maintain continuity of learning for students, it has also unveiled glaring inequities in Sarawak. Therefore, continuous and personalised professional development needs to be provided, focussing on pedagogical and technological support. There is a need to embrace these changes as a long-term response that will develop and improve over the next few years. That response should include better infrastructure, policies for quality improvement, accessibility standards and strategic plans for continuous access in the future. This includes advocating for platforms that can fit into the core technology environment and for teachers to adopt an innovative mindset.

In light of the complex and multifaceted challenge of transitioning to online learning in Sarawak Malaysia, it was evident that the need for innovative solutions to optimize educational endeavours has become accelerated. To ensure that students are well-supported and widening participation and access to education, it is imperative that the education disruption be embraced. This starts with addressing teachers' digital literacy through a professional development programme of online reaching.

There is widespread agreement that the tourism sector should address the issue of sustainability. The purpose of this study is to analyze the digital accessibility of the cities awarded as European Capitals of Smart Tourism for their innovative, accessible and sustainable practices by the European Commission.

An analysis of the digital level of accessibility of 50 uniform resource locator (URL) of European cities was undertaken. The analysis followed the international evaluation requirements of the World Wide Web (W3C).

The results show that none of the official Web pages analyzed obtained 100% in relation to the digital accessibility requirements. The main factors that pose barriers to communication and interaction were identified.

The paper encourages smart tourism destinations to overcome the challenge of matching both dimensions of accessibility to obtain barrier-free information to ensure cities are inclusive and sustainable in line with Agenda 2030 (sustainable development goal [SDG] 11).

The concept of tourism for all receives special attention in the sector, and this notion is reflected in the UN SDGs. However, accessibility has not been extensively analyzed in relation to the cohesion between the digital and the physical dimension. Tourism research tends to focus on accessible experiences within destinations. This paper introduces a new insight into the key issue of digital accessibility, which can promote destination choice and influence the tourism experience.

人们普遍认为, 旅游业应该解决可持续性问题。本研究旨在分析被欧盟委员会授予欧洲智慧旅游之都的城市的数字可及性, 以了解其创新、可及和可持续的做法。

对50个欧洲城市的URL的数字可及性进行了分析。该分析遵循万维网（W3C）的国际评估标准。

结果显示, 所分析的官方网页中没有一个获得100%的数字无障碍要求。对交流和互动构成障碍的主要因素被确认。

全民旅游的概念在该领域受到特别关注, 这一概念也反映在联合国可持续发展目标（SDGs）中。然而, 无障碍性还没有被广泛地分析到数字和物理层面之间的凝聚力。旅游研究倾向于关注目的地内的无障碍体验。本文对数字可及性这一关键问题提出了新的见解, 它可以促进目的地的选择并影响旅游体验。

本文鼓励智能旅游目的地克服挑战, 使无障碍环境的两个维度相匹配, 以获得无障碍信息, 确保城市的包容性和可持续性符合2030年议程（SDG 11）。

Existe un acuerdo generalizado en el sector turístico para abordar la cuestión de la sostenibilidad. Este estudio pretende analizar la accesibilidad digital de las ciudades premiadas como Capitales Europeas del Turismo Inteligente por sus prácticas innovadoras, accesibles y sostenibles por la Comisión Europea.

Se realizó un análisis del nivel de accesibilidad digital de cincuenta (50) URL de ciudades europeas. El análisis siguió las normas internacionales de evaluación de la World Wide Web (W3C).

Los resultados muestran que ninguna de las páginas Web oficiales analizadas obtuvo el 100% en relación con los requisitos de accesibilidad digital. Se identificaron los principales factores que suponen barreras para la comunicación y la interacción.

El concepto de turismo para todos recibe especial atención en el sector y esta noción se refleja en los Objetivos de Desarrollo Sostenible (ODS) de la ONU. Sin embargo, la accesibilidad no se ha analizado ampliamente en relación con la cohesión entre la dimensión digital y la física. La investigación turística tiende a centrarse en las experiencias accesibles dentro de los destinos. Este artículo introduce una nueva perspectiva sobre la cuestión clave de la accesibilidad digital, que puede promover la elección del destino e influir en la experiencia turística.

El documento anima a los destinos turísticos inteligentes a superar el reto de hacer coincidir ambas dimensiones de la accesibilidad para obtener información sin barreras que garantice que las ciudades sean inclusivas y sostenibles en línea con la Agenda 2030 (ODS 11).