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The smart destination can be defined as a destination that deploys information communications technologies (ICTs) and other technological tools for interactive/participative engagement with prospective visitors. The rationale is to enhance the residents' quality of life as well as the tourists' experiences of the destinations they visit. This chapter discusses about digitization strategies and on marketing superstructures affecting destinations. It advances a conceptual framework through the development of an Attracting, Stay, and Return (ASR) Model that is suitable for smart destinations. It relies on descriptive case studies to conceptualize smart tourism destinations. This contribution reiterates the importance of having a well-designed website that presents appropriate content to entice the prospective travelers' curiosity about destinations. It offers valuable insights and advances new knowledge on smart marketing approaches that are intended to increase the destination management organizations' outreach with tourists at each stage of the ASR Model.

To manage workers in the gig economy, we must understand the various types of gig workers and how they perform. This chapter focuses on the many types of gig workers and how professional gig workers overlap with knowledge workers in the knowledge economy. The chapter will next go through the distinctions between the gig economy and the talent economy. This chapter will finish by examining the informal economy and its relationship to the gig economy.

The tourism industry is seeing unprecedented growth due to the convergence of the internet and growing travel trends. E-tourism digitises the tourism business, including processes, value chains, infrastructure, services and auxiliary industries, to maximise efficiency and effectiveness. It is in response to the globalisation of the tourism sector, which has spurred the introduction of information and communications technologies (ICTs) during the past four decades. ICT can boost travellers' satisfaction by providing pre-trip information about tourism attractions and allowing them to contact vendors directly, obtain accurate information and get the lowest price.

ICT has made the global tourism sector more competitive by providing pre-trip information about tourism attractions, allowing tourists to contact vendors directly, obtain accurate information and get the lowest price. Search engines, transport capacity and network speeds have increased the number of international travellers who use technology to organise and document their trips. E-tourism reduces seasonality, improves consumer communication and boosts reservations and sales. ICT also affects customer behaviour management and future marketing models and supports tourism industry globalisation by providing practical tools to tourism agents to develop and disseminate their offers globally. Strategic behaviours significantly impact tourism, as eliminating intermediaries shortens the distance between client and provider. ICT is a new way to boost tourism demand, which attracts more tourists and generates more revenue while improving the sector.

Buying online has become a widespread and common activity for consumers, and, for many organizations, e-commerce has become a very profitable alternative to sell their products and services, also allowing them to leverage their strategy in new geographical markets immediately. Although the literature on the subject is comprehensive, there is a gap in identifying the holistic constructs that are the determinants of consumers' choice of an online store. This research resorts to an exploratory study, based on a nonsystematic literature review, seeking to identify these constructs. The results obtained allowed us to identify the following constructs: consumer behavior, customer experience, web content, catalog, terms and conditions, customer support, perceived value, trust, security and privacy, satisfaction, and loyalty. Customer experience, satisfaction, and loyalty constructs stand out from a strategic perspective.

Education for Sustainable Development and graduate employability are key agendas within Higher Education, and career-related events provide a context that caters to both simultaneously. There is a need for greater integration of academic department and career service teams in developing event management that systematically considers the potential to raise awareness of sustainability-related careers. This can maximise student personal and professional growth through sustainability-related career events, which simultaneously benefit the student through shaping personal and professional ‘purpose’, society through impact on the United Nations Sustainable Development Goals and university impact-related measures. By approaching events as a source of empowering students to become aware of, and actively seek out careers in which they can have a positive impact on people and planet, universities can provide a pipeline of sustainability ‘actioners and transformers’. This chapter illuminates the potential actions between career service teams and academic departments in developing information-related events about sustainability-related careers. It extends a popular employability framework to sustainability, presented with an illustrative case in a UK study context aligned with the sustainability ‘Thinker, Actioner and Transformer’ typology. An analysis of career service information enables clear recommendations to be provided on how academic teams, career and other operational services might coordinate approaches. It is proposed that the ultimate commitment of growth in transformation might well be to nurture students as activists for change, presented through the topical analysis of ‘fossil-free’ career events. This is very much a starting point, and it is hoped that the chapter provides an opening for further discussion.

This chapter discusses the coupling of High Impact Educational Practices with an Active Learning pedagogical approach applied within an introductory undergraduate Visual Communication course (VC1). The course involves several high impact educational practices, such as collaborative assignments, community-based learning, and ePortfolios as reflective tools. VC1 is also open across the School of Art, Design, and Media and accordingly attracts a diverse, multicultural cohort. This heterogeneity provided an ideal circumstance to encourage the exploration of differing cultural perspectives, life experiences, and worldviews and, subsequently, an opportunity for students to better connect with the subject matter on an intercultural level. While the entire course successfully implemented several high impact practices (HIP), this chapter aims to provide a concise overview of these methods before differing to a more microanalysis; focusing on an integrated, preventing visual plagiarism workshop, which leveraged global knowledge, active learning, and collaborative discourse to facilitate improved academic integrity among the student body. The workshop engaged students by posing ethically driven questions through active learning exercises, such as case study discussions and reflective making activities, to open dialogues and encourage debate on various, and often opposing, ethical perspectives. The overarching objective of this workshop was for students to develop best practice ethical frameworks to subsequently inform and underpin their creative practice, both within higher education and in a professional industry context.

Education for sustainability has become the mechanism for creating a pool of graduates who can understand, appreciate, practice and support the achievement of Sustainable Development Goals (SDGs). In a world with diverse cultures, demographics, political ideologies, etc. faster progress towards sustainable development needs increased use of digital technologies. Integration of digital technologies like artificial intelligence (AI), metaverse, visualisation techniques, cloud computing, Internet of Things (IoT), open data repositories, geographic information system (GIS), etc. with classroom teaching can build awareness, skills, attitudes and values among students in the journey towards sustainable development and scale up the efforts towards the goals.

In this chapter, the authors have tried to bring out a list of digital technologies and the way in which they can be used in classroom teaching to ensure education for sustainability. It may be noticed that there are watertight compartments between those who know the SDGs and those with proficiency in technology. What is also needed is integration between both silos for mapping the digital technologies with the appropriate SDGs. The teachers in the higher education system need more exposure to understand and implement this integration.