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There are many profound links between fashion and tourism. This chapter provides a critical reflection, mainly from a philosophical, historical, and linguistic perspective, on the dynamic relationship and parallel evolution between these two sectors. It explains how their interconnectedness form and mirror contemporary society. This chapter classifies the connections between the two, starting with the person, her body, and the relationship the latter has with fashion and tourism, and with the contemporary society at large. Four layers of such connections are exemplified. It also discusses a selfie, as a symbolic (digital) communication object and a complex phenomenon facilitated by changing technological affordances and societal functions as an excellent case of the complex relationships between fashion and tourism.

This chapter outlines an augmented reality project developed as part of a master’s course on eTourism within a curriculum. It discusses opportunities to foster community engagement with local tourism actors and experiential learning for international students. It also contributes to the literature on experiential education in this field. Moreover, the chapter discusses cross-cultural learning implications as international students were asked to study a local destination. Results show how the introduction of a practical project into the tourism curriculum proved to provide better learning of the application of eTourism, and a powerful pedagogical approach to raise global citizenship awareness.

This chapter explains the background of the book and begins with an introduction of Jafar Jafari’s tremendous contribution to tourism knowledge creation and education. This is followed by a report on the content analysis of 573 tourism education related articles published in the past 10 years. Results indicated the need for philosophical discussion about the nature of tourism education and the popularity of teaching and learning approaches as a research topic. The two main sections of this book, namely philosophical issues in tourism education and experiential/active learning in tourism education, fit into these two identified issues. A synopsis of each chapter is provided next; and future directions for tourism education research are suggested.