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<p>This study investigates how ESG institutional practices and curriculum integration influence transformative learning outcomes among tourism students in Saudi Arabian higher education institutions. Grounded in transformative learning theory and threshold concepts framework, the research examines both direct effects and mediation through critical reflection using Partial Least Squares Structural Equation Modeling (PLS-SEM) with 160 students across multiple Saudi universities. Results reveal that ESG practices foster transformative learning through multiple pathways rather than a single mechanism. Critical reflection partially mediates both relationships, while substantial direct pathways also operate independently. ESG curriculum integration demonstrates substantially stronger effects on transformation compared to institutional practices, with this dominance consistent across both direct and mediated pathways. Among institutional dimensions, governance practices emerged as the strongest contributor. Critical reflection significantly predicts transformative outcomes but operates alongside other mechanisms including direct exposure to integrated content, institutional modeling, and experiential learning. These findings extend transformative learning theory beyond Western contexts to Saudi Arabian tourism education, demonstrating that perspective transformation operates through multiple psychological mechanisms. The research validates Paris’s (Tourism 64(3):329–337, 2016) conceptualization of sustainability as a threshold concept while expanding understanding of threshold crossing to include both critical reflection and accumulated exposure to transformed frames of reference. Practically, these findings provide evidence-based guidance for Saudi higher education institutions implementing Vision 2030 sustainability commitments: curriculum integration and faculty development should be prioritized over campus infrastructure investments, though direct pathways suggest comprehensive content coverage and institutional modeling matter significantly. The predominantly female sample (76.2%) reflects important demographic shifts in Saudi higher education aligned with Vision 2030’s emphasis on female workforce development.</p>

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ESG practices and critical reflection foster transformative learning outcomes in Saudi Arabian tourism education

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年3月6日

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  • Omsalma Ibrahim Mohamed Ahmed,
  • Mohammed A. Al-Bukhrani,
  • Shirien Gaffar Mohammed Abdulraheem

摘要

This study investigates how ESG institutional practices and curriculum integration influence transformative learning outcomes among tourism students in Saudi Arabian higher education institutions. Grounded in transformative learning theory and threshold concepts framework, the research examines both direct effects and mediation through critical reflection using Partial Least Squares Structural Equation Modeling (PLS-SEM) with 160 students across multiple Saudi universities. Results reveal that ESG practices foster transformative learning through multiple pathways rather than a single mechanism. Critical reflection partially mediates both relationships, while substantial direct pathways also operate independently. ESG curriculum integration demonstrates substantially stronger effects on transformation compared to institutional practices, with this dominance consistent across both direct and mediated pathways. Among institutional dimensions, governance practices emerged as the strongest contributor. Critical reflection significantly predicts transformative outcomes but operates alongside other mechanisms including direct exposure to integrated content, institutional modeling, and experiential learning. These findings extend transformative learning theory beyond Western contexts to Saudi Arabian tourism education, demonstrating that perspective transformation operates through multiple psychological mechanisms. The research validates Paris’s (Tourism 64(3):329–337, 2016) conceptualization of sustainability as a threshold concept while expanding understanding of threshold crossing to include both critical reflection and accumulated exposure to transformed frames of reference. Practically, these findings provide evidence-based guidance for Saudi higher education institutions implementing Vision 2030 sustainability commitments: curriculum integration and faculty development should be prioritized over campus infrastructure investments, though direct pathways suggest comprehensive content coverage and institutional modeling matter significantly. The predominantly female sample (76.2%) reflects important demographic shifts in Saudi higher education aligned with Vision 2030’s emphasis on female workforce development.