How experiential learning and AI readiness foster career adaptation in hospitality and tourism education

What the paper says

Purpose Based on integrating the career construction theory and the cognition–affect–conation (C–A–C) model, this study develops a model to explore how experiential learning (EL) involvement and artificial intelligence (AI) readiness impact job intention (JI) among hospitality and tourism (H&T) students through cognitive factors (e.g. perceived employability (PE), self-congruence (SC)) and affective factors (e.g. job passion (JP)). Design/methodology/approach An online survey was conducted, targeting third- and fourth-year students of hotel and tourism programs in Vietnam who had engaged in EL activities. Data from 521 complete respondents were analyzed using partial least squares structural equation modeling to test the proposed hypotheses. Findings Both EL involvement and AI readiness (AIR) play pivotal roles in shaping students’ job choice intentions, operating through two broadly similar pathways: (1) a cognitive route, by strengthening perceptions of person–job fit, and (2) a cognition–emotion route, by jointly reinforcing employability beliefs and SC, together with JP. Moreover, SC serves as a critical mediator transmitting the effects of AIR and EL involvement to JP, as evidenced by its role both as an independent mediator and in combination with JP. Ultimately, JP is vital to the formation of job choice intentions. Practical implications The research findings offer several practical implications for both H&T educational institutions and industry practitioners. Specific recommendations are proposed to strengthen adaptivity (through EL involvement and AIR), develop adaptability (via the development of career identity and PE), nurture an adaptive response (by fostering JP) and sustain adaptation outcomes (reflected in JI). These initiatives require close coordination among training institutions, businesses and students themselves, facilitated by self-reflection. Originality/value This study conceptualizes JI formation as a sequential adaptation process within the professional environment. It advances career research by not only identifying who can adapt but also elucidating how such adaptation occurs. The study highlights the pivotal roles of job SC and JP in mediating the influence of EL involvement and AIR on JI. This observation aligns well with the emotionally intensive nature of work in the H&T industry.