Purpose: This paper aims to present the findings from a European study on the digital skills gaps in tourism and hospitality companies. Design/methodology/approach: Mixed methods research was adopted. The sample includes 1,668 respondents (1,404 survey respondents and 264 interviewees) in 5 tourism sectors (accommodation establishments, tour operators and travel agents, food and beverage, visitor attractions and destination management organisations) in 8 European countries (UK, Italy, Ireland, Spain, Hungary, Germany, the Netherlands and Bulgaria). Findings: The most important future digital skills include online marketing and communication skills, social media skills, MS Office skills, operating systems use skills and skills to monitor online reviews. The largest gaps between the current and the future skill levels were identified for artificial intelligence and robotics skills and augmented reality and virtual reality skills, but these skills, together with computer programming skills, were considered also as the least important digital skills. Three clusters were identified on the basis of their reported gaps between the current level and the future needs of digital skills. The country of registration, sector and size shape respondents’ answers regarding the current and future skills levels and the skills gap between them. Originality/value: The paper discusses the digital skills gap of tourism and hospitality employees and identifies the most important digital skills they would need in the future.
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Given the complexity of teaching, continuing teacher professional development (CPD) is essential for maintaining and enhancing teaching effectiveness, and bridging the gap between ever-evolving theory and practice. Technological advancements have opened new opportunities for digital tools to support CPD. However, the successful integration of such digital tools into practice poses challenges. It requires adherence to CPD prerequisites and acknowledgment of the complexity of the professional development process. This study explored the applicability of the developed digital PE teacher professional development TARGET-tool in a secondary school PE context. We examined the perceived usability of this tool and gained insights into the process of teachers’ professional development as a result of using the tool. Ten PE teachers from different schools implemented the TARGET- tool within their PE context for a period of 4 to 6 weeks. Individual semi-structured inter- views and the System Usability Scale provided insights into the perceived usability and the process of teacher professional development. The TARGET-tool demonstrated its potential as an effective tool for supporting teachers’ professional development. Future tool improve- ments were identified to further optimize the perceived usability, such as simplifying com- plex features, providing additional support and resources, and improving (data) presenta- tions. Using the Interconnected Model of Professional Growth as a theoretical basis, it was demonstrated how the use of the TARGET-tool engages teachers as active and reflective participants in their professional development and induces changes within the external domain, the domain of practice, the domain of consequences, and the personal domain.
This study aims to help professionals in the field of running and running-related technology (i.e., sports watches and smartphone applications) to address the needs of runners. It investigates the various runner types—in terms of their attitudes, interests, and opinions (AIOs) with regard to running—and studies how they differ in the technology they use. Data used in this study were drawn from the standardized online Eindhoven Running Survey 2016 (ERS2016). In total, 3723 participants completed the questionnaire. Principal component analysis and cluster analysis were used to identify the different running types, and crosstabs obtained insights into the use of technology between different typologies. Based on the AIOs, four distinct runner types were identified: casual individual, social competitive, individual competitive, and devoted runners. Subsequently, we related the types to their use of sports watches and apps. Our results show a difference in the kinds of technology used by different runner types. Differentiation between types of runners can be useful for health professionals, policymakers involved in public health, engineers, and trainers or coaches to adapt their services to specific segments, in order to make use of the full potential of running-related systems to support runners to stay active and injury-free and contribute to a healthy lifestyle.
