Bridging the Gap: Assessing Skills, Training, and Competencies for Curriculum Development in Sustainable Tourism
Authors
PhD student In Sustainable Tourism and Hospitality Management, Dedan Kimathi University of Technology, Assistant Director – Research, State Department of Public Service and Human Capital Development, Directorate of Public Service Reforms, Harambee House, Harambee Avenue. P.O. Box 30050 – 00100, Nairobi (Kenya)
Article Information
Publication Timeline
Submitted: 2026-02-04
Accepted: 2026-02-14
Published: 2026-02-26
Abstract
Tourism plays a critical role in Kenya's economy, contributing approximately 7.9% to the national GDP and supporting around 1.6 million jobs. However, the sector faces mounting challenges including environmental degradation, sociocultural disruptions, and the impacts of climate change, necessitating a shift toward sustainable tourism practices. Despite the growing global emphasis on sustainability, there remains a significant gap in the knowledge and skills required by tourism professionals in Kenya to align with international sustainability standards. This study aimed to bridge this gap by: (1) identifying the knowledge and skill deficits among tourism professionals; (2) evaluating the extent to which sustainability principles are integrated into current training programs; (3) outlining essential competencies for sustainable tourism; and (4) assessing the effectiveness of current training methods in developing these competencies. A qualitative, descriptive survey design was employed. A purposive sample of 120 respondents was drawn from a target population of 171 professionals across diverse tourism sub-sectors using Yamane’s formula to ensure broad representation. Data collection involved curriculum reviews, policy document analysis, semi-structured questionnaires, and key informant interviews. Quantitative data were analysed using SPSS, and qualitative data were thematically examined using NVivo. Cronbach’s Alpha (≥ 0.7) confirmed instrument reliability. Findings indicated underrepresentation of frontline actors such as tour guides (8.3%) and community tourism leaders (3.3%) in training programs, while educators comprised the majority (55%). Regression analysis (B = 0.451, p = 0.019), correlation (r = 0.632, p < 0.001), and ANOVA (F = 8.808, p < 0.001) all underscored the significant impact of experiential, hands-on learning on competency development. Qualitative insights emphasized the importance of digital literacy, community engagement, and practical skills. The study concludes that for Kenya to advance sustainable tourism aligned with its development agenda, training programs must become more inclusive, practice-oriented, and sustainability-focused. Key recommendations include the development and implementation of a national sustainable tourism competency framework; targeted upskilling for underrepresented frontline professionals; the mandatory integration of practical sustainability modules into all tourism curricula; and the establishment of robust industry-academia partnerships to foster experiential learning. Additionally, creating a sustainability certification scheme for training institutions, adopting competency-based assessments, investing in digital tools and trainer capacity, and launching a national knowledge-sharing platform are proposed as essential steps. The study concludes that for Kenya to realize a sustainable tourism sector aligned with its development agenda, professional training must become fundamentally more inclusive, rigorously practice-oriented, and strategically focused on actionable sustainability competencies.
Keywords
sustainable tourism, training gaps, tourism professionals, Kenya, competencies
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