Experiential pedagogies in action: investigating robotic simulation training scenarios for hospitality labor market preparedness

Abstract

Purpose Drawing on experiential learning theory (ELT) and the technological, pedagogical and content knowledge (TPACK) framework, this paper aims to delve into the effect of robotic simulation training (RST) on perceived readiness to enter labor markets. It also examines the moderating role of hard and soft tech competency acquisition and the mediating effect of graduate engagement. Design/methodology/approach A structured survey was conducted to collect data from 1,026 recent graduates from hospitality colleges in the Middle East and North Africa region. Findings Results showed that graduate engagement partially mediated the relationship between graduates’ use of robotic simulation and perceived readiness for labor market entry. Furthermore, hard tech competency acquisition strengthened the effect of graduate engagement on labor-market readiness. Results also revealed important boundary conditions, indicating that crisis management-driven simulations and soft tech competency acquisition do not exert uniform effects within the model. Practical implications The findings provide valuable recommendations for hospitality educators, educational institutions and democratic or market-based hospitality labor policymakers seeking to adjust curricula to address new challenges in the digital hospitality labor market. This paper emphasizes the need to integrate simulation-based learning to produce graduates ready to enter hospitality labor markets. Originality/value This paper presents one of the empirical examinations of RST and readiness for hospitality labor market entry. It also addresses a solid gap in incorporating ELT and TPACK and provides a three-dimensional teaching framework to advance employability in technology-oriented service contexts. This paper emphasizes the need to integrate simulation-based learning to produce graduates ready to enter hospitality labor markets.