A Review of Tourism and Hospitality Education and Training Using Multiple Intelligence Theory in the Digital Age of Learning in Sub-Saharan Africa

The COVID-19 health crisis exacerbated the current debate on the feasibility of fully adopting digitalisation in tourism and hospitality education and training. The questions that seem to be lingering among educators are: based on the multi-faceted tourism and hospitality sector, can technical institutions (universities and polytechnics), hotel schools, and liberal universities adopt the same digital teaching and learning approaches in the sub-Saharan region? Where are the differences, and what theoretical models can be suggested for effective pedagogy, teaching practices, and technological enhancements to teaching? Based on geo-political contexts that influence growth in tourism and hospitality education and training, the study used a systematic literature review to explore the issue under study. Data was examined from Multiple Intelligence Theory lenses while nurturing the content analysis approach. Findings indicated that technical universities, polytechnics, hotel schools, and liberal universities that offer tourism and hospitality programmes adopt various digital-based teaching and learning as driven by a variety of contexts, like educators’ digital competencies, accessibility of digital learning platforms among learners based on socio-economic backgrounds and location, resources base to support the learning needs among various learners, diversity in students’ learning process, co-creation of learning environment, assessment, engagement, and motivation of learners.