Hospitality Education Research Articles

Development of a novel instrument to measure Japanese psychiatric nurses' technological competency as caring in nursing.

To effectively advance person-centered care (PCC) practice, it is important to equip healthcare providers with person-centered values and beliefs while simultaneously transforming their work environment to align with PCC. Thus, instruments to measure caring practice status in nursing competency for psychiatric-specific behavioral limitations, ethico-moral behavior, technology use, and PCC need to be developed. This study developed the Technological Competency as Caring in Psychiatric Nursing Instrument (TCCNPNI) to measure practice status and test its content and construct validity. Five different phases were followed: 1) Literature Review; 2) Operational definition of the construct and development of items; 3) Two-round Delphi method; 4) Validity measure; and 5) Reliability measure. The online survey was conducted in 2024. The developed instrument comprises 22 items with a 4-factor structure: competency to practice caring and person-centered care (Factor 1); competency to recognize and respond to ethical issues in psychiatry (Factor 2); competency to utilize technology in psychiatry (Factor 3); and competence to practice care for the preservation of human dignity and shared decision making (Factor 4). Cronbach's alpha for the entire scale was 0.864, while that for factors 1-4 was 0.911, 0.814, 0.773, and 0.64, respectively. Cumulatively, these four factors contributed 49.6% and explained nearly 50% of the total data. Item-total correlation values were 0.6 or higher among factors 1-3. However, factor 4, for which items were Q30, Q33, Q34, and Q35 (r = 0.03, 0.04, 0.21, 0.11, respectively), were inverted items and had low I-T correlation values. These low correlations suggest that these items capture different concepts. The developed TCCNPNI allows for the measurement of the practice of nursing as caring in psychiatry, the state of ethico-moral behavior, and the practice status of technological competency as caring in psychiatric nursing. This study demonstrated satisfactorily and efficiently evaluated the practice status of technological competency in psychiatric nurses' caring. Measuring technological competency as caring in psychiatric nursing can be an important adjunct for in-service education in psychiatric hospitals or formalized nursing education in nursing universities.

Building capacity indicators for hotel management in Chinese vocational colleges: A social psychology perspective

Addressing the critical gap between hospitality education and industry demands, this study develops key capacity indicators for hotel management in Chinese vocational colleges from a social psychology perspective. A structured research method was adopted, and the evaluation indicators were determined using a literature review. The Modified Delphi Method (MDM) and the Analytic Hierarchy Process (AHP) were used to refine the indicators and analyze their importance, respectively, to establish a hierarchical evaluation system. In both methods, we selected 15 experts to participate. Grounded in the Context, Input, Process, Product (CIPP) model and Competency-Based Education (CBE) theory, the study integrates social psychological constructs such as motivation, cultural adaptability, and interpersonal skills into the capacity indicators. Engaging hotel management and vocational education experts through MDM, the study results in a hierarchical system with 4 primary indicators, 10 secondary indicators, and 21 tertiary indicators. AHP assesses the relative importance of each indicator, highlighting the significance of social and environmental factors in shaping educational outcomes. This framework offers a robust foundation for teaching evaluation and improvement in vocational colleges, providing insights for developing skilled professionals who meet industry demands and enhancing the quality of vocational hotel management education in China through social psychological lenses.

ETHİCAL ISSUES AND ETHİCAL LEADERSHİP İN TOURİSM AND ACCOMMODATİON BUSİNESSES

This study explores the ethical challenges and significance of ethical leadership in tourism and accommodation businesses. Recognizing the pivotal role of the tourism sector in economic development and global entrepreneurship, the research highlights the critical need for sustainability and social responsibility. Ethical leadership, characterized by guiding moral principles and fostering a positive organizational climate, is identified as a key factor in enhancing employee satisfaction, reducing turnover, and improving corporate reputation. The research aims to examine the interplay between ethical issues and leadership in the tourism and accommodation sectors, emphasizing the importance of sustainable practices and proposing a framework for ethical leadership. The study employs a comprehensive literature review to identify ethical concerns and assess the impact of ethical leadership. It incorporates insights from interdisciplinary research and theoretical frameworks, including social learning theory and organizational behavior models. Ethical leadership emerges as an essential component for addressing challenges such as environmental impacts, social responsibilities, marketing ethics, and workforce issues. The findings indicate that ethical leadership fosters sustainable practices, enhances employee commitment and performance, and supports responsible tourism development. The study underscores the necessity of embedding ethical leadership in tourism and accommodation sectors to promote long-term sustainability and stakeholder trust. It highlights the need for an ethical framework encompassing leadership, data management, marketing ethics, and corporate social responsibility. Further investigation is encouraged to develop practical applications of ethical leadership, explore its cross-cultural dimensions, and integrate ethical considerations into tourism and hospitality education curricula. This research could provide actionable strategies for advancing ethical practices in the sector.

Segara Kerthi as The Foundation of Hospitality Education Strengthening Marine Environmental Awareness Among Students

This study aims to comprehensively explore the implementation of the Segara Kerthi concept as a foundational element within hospitality education, with a specific focus on enhancing marine environmental awareness among students in the University. The research was conducted in Bali, involving a sample of 20 students who participated as respondents. The research method employed a qualitative approach, utilizing various data collection techniques, including in-depth interviews, participant observations, and thorough document analysis, to obtain a comprehensive understanding of the subject matter. The results of this study reveal that the integration of the Segara Kerthi concept into the hospitality education curriculum has a profound impact on increasing students' awareness, knowledge, and appreciation of the importance of preserving marine environments. The students who participated in this study not only exhibited a deeper understanding of marine environmental issues but also demonstrated a heightened level of engagement and active participation in marine conservation activities. This indicates that the educational strategies employed were effective in fostering a strong environmental ethic among students, particularly concerning marine ecosystems. The conclusions drawn from this research suggest that the Segara Kerthi concept serves as a valuable and effective framework for embedding environmental consciousness within the hospitality education sector. Based on these findings, the study recommends that the Segara Kerthi concept be widely adopted and implemented across various hospitality education programs. Additionally, it suggests that collaborative efforts involving multiple stakeholders, including educators, industry professionals, and environmental organizations, be strengthened to enhance the effectiveness of marine environmental conservation initiatives. The scope of this study was limited to students from the Community Academy. Therefore, it is recommended that future research expand the sample size and include a more diverse population to validate and extend the findings of this study.

Charting the Course in the Digital Transformation: Navigating the Intersection of the Hospitality Industry and Education

ABSTRACT The hospitality industry faces ever-evolving challenges and revolutions in the digital era. This study explores how the extensive incorporation of new technology necessitates specific transformations in practices within the hospitality industry. It further examines the desired competencies that educators should focus on in their hospitality curriculum design. By conducting semi-structured interviews with 17 hotel executive managers residing in Macao, guided by TTF theory, the study proposed a holistic framework for hospitality curriculum design in the digital era by considering the alignment of technology integration and desired competencies in the hospitality industry. The results suggest that courses that can enhance students’ soft competencies should be retained, while courses that can cultivate advanced communication skills should be strengthened; it further highlights subjects related to data analytics, strategic decision-making, and AI applications should be added to the curriculum. Theoretical and practical contributions were discussed.

The Role of Games in Hospitality Management Education

ABSTRACT Building upon game-based learning, this study compares hospitality students’ cognition, metacognition, engagement, satisfaction, and performance in a course across two academic terms at an Australian university. One term featured teaching content without any games while the second term incorporated gamification. A quasi-experimental design was used in which surveys, interviews and students’ evaluation reports were utilized. Students demonstrated more favorable cognitive thoughts, and higher levels of engagement and satisfaction in the gamified course. Students’ performance in assessments across the two courses as well as their metacognition were found to be similar. This study presents a game effectiveness matrix with Kahoot as the most effective game in students’ engagement and satisfaction and Virtual Reality valuable for learning and performance. This research note contributes to hospitality education as it is one of the first studies to assess students’ experiences from a cognitive and metacognitive perspective along with presenting a games effectiveness matrix.

Problem characteristics of problem-based learning in hospitality and tourism education

ABSTRACT The aim of this qualitative study is to examine problem characteristics that facilitate the achievement of problem-based learning outcomes in hospitality and tourism education. Rooted in constructivist grounded theory, 64 in-depth interviews were held with hospitality and tourism postgraduates who had attended a marketing course including problem-based learning activities offered at a comprehensive research university. A theoretical framework comprising six problem-level attributes (measurable, ethically sound, applicable to the real world, innovative, theoretically sound, stakeholder-diversified) and three learner-level attributes (peer discussion, teacher discussion, and sharing) was proposed to support problem design in problem-based learning. These findings theoretically expand the problem-based learning literature into hospitality and tourism education. The results provide administrators and educators with a basis for designing problem-based learning activities in hospitality and tourism.

A Perspective on Teaching Business Ethics to Students of Higher Hospitality and Tourism Education

ABSTRACT This paper explores business ethics education in the higher hospitality and tourism (H&T) education sector, focusing on curricular integration, content, and teaching methods. The H&T industry faces unique ethical challenges due to its guest-centric nature and competitive environment. Over the past four decades, H&T higher education has balanced vocational training with academic rigor to develop ethical leaders. Despite the recognized importance of ethics education, debates persist on teaching methods and content, with concerns about curriculum imbalances, disconnects between classroom scenarios and real-life situations, and insufficient support and training for H&T educators. This review underscores the need for closer collaboration between educators, academics, professionals, and organizations to improve the quality of business ethics education in H&T.

The Pedagogy of Hospitableness: A transformative approach for hospitality workforce development

The ability to deliver hospitable service is essential for hospitality professionals in tailoring authentic and emotionally resonant guest experiences. However, limited attention has been given to how such a Hospitable Service Mindset (HSM) can be developed in the current and future hospitality workforce. Grounded in Transformative Learning Theory (TLT) and through qualitative interviews with hospitality trainers and educators, this study proposes the “pedagogy of hospitableness,” a framework encompassing conditions and practices that trigger, support, amplify, and accelerate the development of an HSM across formal and informal learning settings. The findings contribute to the expansion and advancement of TLT through the integration of social and emotional dimensions and the emphasis on connectedness as a crucial element in transformative learning. The study also demonstrates the applicability of TLT in hospitality workforce development settings, providing insights for industry trainers and educators on effectively nurturing hospitableness.

The Effects of Blended Team-Based Learning on the Cross-Cultural Readiness of Tourism and Hospitality Students: A Mediation Study

ABSTRACT Blended team-based learning (BTBL) has become a popular pedagogical method in tourism and hospitality (T&H) education. However, its efficacy in developing industry competencies remains underexplored. This study addresses this gap by applying Social Learning Theory to examine how BTBL constructs perceived enjoyment, individual learning, team effectiveness, and knowledge-sharing influence cross-cultural readiness (CR). This study employed correlation and regression analyses using SPSS Process Model 81 on data from 272 T&H university students enrolled in BTBL-based courses. This study provides novelty by confirming the relationship among the BTBL constructs and extending the model to determine the chain-mediation effects of BTBL in influencing CR. These imply that BTBL enhances learners’ competencies through social learning. As a pedagogical implication, this study recommends that T&H educators develop CR and related industry skills by implementing BTBL activities, which provide learners exposure to “real-world” scenarios and autonomy to discuss collaboratively and make critical decisions as a team.

Students’ Choice of Dining Outlets during the COVID-19 Pandemic: What did Students Consider?

The study investigated factors influencing tertiary students’ choice of dining outlets amidst the COVID-19 pandemic with its concomitant challenges and restrictions in Ghana. A cross-sectional survey was employed using a simple random sampling technique through a lottery to select 222 final-year students from Sunyani Technical University. A questionnaire was employed to gather data from respondents. The findings of the study conveyed that all the factors investigated are influential to students’ choice of dining outlets. The study further established that the gender of the students significantly influenced their choice of dining whilst age did not influence students’ choice of dining outlets. It is envisaged that the study would be beneficial to the government, hospitality operators, and hospitality educators as it contributes to providing a deeper insight into current factors that influence students’ choice of eatery during the heat of covid-19 pandemic. This study recommends that hospitality operators should focus more on the “cleanliness of serving wares equipment as well as all the areas examined to attract consumers in the study area. By complying with these recommendations, it is hoped that hospitality operators will become more competitive and will be able to meet the needs of their customers. Keywords: Covid-19 Pandemic, Dining, Outlets, Choice, Students, Hospitality Operators

Factors, barriers and adherence of nurses to patient education in public hospitals of Lanao del Sur, Philippines

Introduction: Patient education is a core responsibility in nursing, vital for improving patient understanding and active participation in their healthcare decisions. There are various factors that impact nurses' ability to provide patient education, but little is known about how these factors influence adherence in public hospitals, particularly in resource-limited settings. This study investigates nurses' adherence to patient education protocols in Lanao del Sur, Philippines, while evaluating facilitating factors and barriers. Methods: This study employed a quantitative, descriptive, cross-sectional correlational research design. Seventy-six nurses from two public district hospitals participated. Data were gathered through surveys on demographics, adherence to patient education, facilitators, and barriers. Correlation analyses, including Pearson’s correlation and Spearman’s rho, assessed relationships between variables, with Cramer’s V used for categorical data. Statistical significance was set at α = 0.05. Results: Most participants were married females aged 31-40, with incomes of 10,000-39,000 PHP, college-educated, and assigned to wards, with 3 months to 3 years of tenure. Nurses acknowledged the importance of patient education and identified 14 barriers. Adherence to patient education showed negative correlations with age, income, educational attainment, and tenure, but positive correlations with gender, marital status, and area of assignment. Facilitating factors positively correlated with adherence, as did barriers. Conclusions: Identifying factors affecting nurses' adherence to patient education is vital for improving these practices. Findings will support the Nursing Patient Education Development Program, enhancing patient education in Lanao del Sur's public hospitals.

Developing a zero-proof beverage course: Insights from industry professionals, educators, and students

This study examined beverage-focused hospitality courses in U.S. undergraduate programs, revealing that most courses address alcoholic beverages, with only two offering nonalcoholic (zero-proof) content. Given the growing demand for nonalcoholic beverages, the study aimed to identify key beverages and topics missing from current curricula and create an optimal zero-proof beverages course. Input from food and beverage professionals and hospitality educators highlighted coffee, tea, water, functional beverages, fermented beverages, and zero-proof cocktails as critical. The course was developed using the Integrated Course Design Framework and reviewed by hospitality educators and students for improvement. A syllabus template is included.

Incidental gynecologic cancers in women who underwent surgery for pelvic organ prolapse

Aims: Despite symptom inquiry and preoperative sampling are performed for endometrial, cervix and ovarian pathologies in the preoperative evaluation, it is not clear whether cancer will be detected in the surgical specimen of an asymptomatic patient for pelvic organ prolapse surgery. In our study, we aimed to investigate the incidental cancer rates in patients who underwent vaginal or abdominal surgery due to pelvic organ prolapse. Methods: In this retrospective study, all patients who underwent surgery for pelvic organ prolapse at Istanbul Training and Research Hospital between 2019 and 2023 were included in the study. Patients who had diagnosis of cancer were preoperatively excluded from the study. Preoperative transvaginal ultrasound were made for all patients using sonography by 5 MHz probe, (Voluson E8, GE Healthcare, Milwaukee, WI) or MRI. Accompanying endometrial, myometrial and adnexial pathologies were recorded. Routine endometrial thickness at preoperative evaluation was saved. Type of the surgery for pelvic organ prolapse, complications and final pathology reports were recorded. Approval for this study was obtained from İstanbul Training and Resarch Hospital Education Planning and Coordination Department (Date 13.10.2023, Decision No. 277). This study had been performed in accordance with the ethical standards described in Declaration of Helsinki. Results: 107 patients had surgery due to pelvic organ prolapse between between 2019 and 2023. Mean endometrial thickness before surgery was 4.72+-4.27 mm. After surgery, all of the hysterectomy +- salpingooferectomy specimen sent to pathology. In our study there was a statistical difference between preoperative and postoperative diagnosis of endometrial polyps as p:0.0001. Due to the fact that Pipel is more effective in postmenopausal patients, the false-negative rate of office endometrial sampling, and that the main evaluation should be endometrial sampling accompanied by hysteroscopy. We did not evaluate endometrium by hysteroscopy preoperatively, so endometrial polyps can be found incidentally. In our study there was no incidental diagnosis of cancer. Conclusion: Despite the risk of incidental cancer detection is different and controversial in the literature, it was ultimately decided to send the hysterectomy material for routine pathological examination.

Combined empowerment, continuous appraisal, psychological and career counseling improve medical cadets' satisfaction and may potentially offset burnout during internship year. An 18-months successful experience in a tertiary medical center.

Following graduation, Israeli medical cadets complete a 12-months training period in hospitals, having profound influence on their future career. Burnout, sense of personal and professional uncertainty and disorientation are already notable in this group. The aim of the current study was to assess the potential impact of empowerment, psychological and career counseling on the level of satisfaction and burnout of medicine cadets during their internship year in a tertiary medical center. In a tertiary hospital's education authority, we offer constructed, personalized psychological and counseling services with continuous process of appraisal. During an 18-month period we followed their monthly feedback relating to satisfaction, learning experience and level of socialization. The study was designed as comparative research assessing cadets' satisfaction before, and after intervention as a surrogate marker for their burnout. Comparison of measured parameters showed statistically significant improvement, with interns stationed in the surgical departments (n = 86) showing the highest degree of improvement: the extent of acquiring new knowledge and competencies (1 to 5 Likert) went from 2.2 ± 1.0 to 3.3 ± 1.42; p < 0.005; experience from the absorption process into the department (LQR from 2.6 ± 1.2 to 3.5 ± 1.56; p < 0.05), degree of motivation to recommend peers to apply for residency (LQR from 2.3 ± 1.0 to 3.1 ± 1.6; p = 0.05) and the experience of being accepted to the department by the staff nurses (LQR from 2.7 ± 1.3 to 3.5 ± 1.1; p < 0.05). A combined, ongoing process of appraisal, empowerment, psychological and career counseling seems promising in the relenting effort to improve cadets' satisfaction and hopefully withhold the burnout process of young physicians.

The Effect of Hospitality and Tourism Programs’ Student Need for Achievement on Academic Resilience: The Moderating Roles of Mindfulness and Cyberloafing

ABSTRACT The study examines the moderating roles of mindfulness and cyberloafing in the relationship between the need for achievement and academic resilience among students in hospitality and tourism programs. The captive group survey method was adopted. 720 valid responses were gathered from students enrolled in hospitality and tourism programs in Egypt’s universities. The findings revealed that students' need for achievement is positively correlated with their academic resilience. Also, students’ mindfulness positively moderates the relationship between the need for achievement and academic resilience, whereas, cyberloafing negatively moderates such relationship. The findings emphasize the significance of fostering mindfulness and addressing cyberloafing habits as crucial elements in bolstering students’ academic resilience. This research adds to the current body of literature by shedding light on the combined moderating impacts of mindfulness and cyberloafing. Moreover, it provides actionable insights for educators and administrators seeking to improve student outcomes within hospitality and tourism education programs.

Work engagement of hospital workers in times of pressure: do nonclinical hospital workers react differently from their well-studied clinical colleagues?

While prevalence and value of nonclinical hospital workers, like quality or education professionals, increase, their work engagement is understudied. Work engagement of nonclinical and clinical hospital workers is critical considering the pressure of major challenges in healthcare. The pandemic was a natural experiment for this. We conducted an observational survey study among all nonclinical and clinical hospital workers of the Jeroen Bosch Hospital, the Netherlands. In an employee satisfaction survey, we measured work engagement under acute pressure (just after the first COVID-19 wave in July 2020) and chronic pressure (within the second COVID-19 wave in November 2020) and to what extent psychological demands and co-worker support were related to work engagement. For all hospital staff, "average" levels of work engagement were found under acute (response rate 53.9%, mean 3.94(0.81)) and chronic pressure (response rate 34.0%, mean 3.88(0.95)). Under acute pressure, nonclinical hospital workers scored lower on the subcategory dedication than clinical workers (mean 4.28(1.05) vs mean 4.45(0.99), p<0.001). Under chronic pressure, no differences were found. For both nonclinical and clinical hospital workers, co-worker support was positively related to overall work engagement (beta 0.309 and 0.372). Psychological demands were positively related to work engagement for nonclinical hospital workers (beta 0.130), whereas in clinical hospital workers, psychological demands were negatively related to vigor (beta -0.082). Hospitals face times of pressure. Fostering co-worker support under pressure may be vital for hospital management. Work engagement of nonclinical hospital workers is understudied.

Transforming HTM Education: ChatGPT as a Catalyst for DEIB

ABSTRACT In the ever-evolving landscape of hospitality and tourism management (HTM) education, the imperative to foster diversity, equity, inclusion, and belonging (DEIB) has gained prominence. This commentary explores the potential of Chat Generative Pre-Trained Transformer (ChatGPT), an artificial intelligence tool, as a transformative catalyst for DEIB in HTM classrooms, using Social Identity Theory (SIT) as a conceptual framework. I delve into practical applications, including personalized learning, language support, and cultural sensitivity, to engage students from diverse backgrounds. While highlighting its benefits, I also address ethical considerations and the importance of mitigating biases. Drawing from case studies and best practices, this article underscores ChatGPT’s role in enhancing inclusivity, with an emphasis on feedback mechanisms and continuous improvement. By embracing AI technology responsibly, HTM educators can redefine the educational experience, promoting a more equitable and diverse workforce in the hospitality and tourism industry.

An Overview of Higher Education in Tourism and Hospitality in Portugal

Objective: This study evaluates the higher education provision in Portugal's tourism and hospitality sector, examining its evolution and alignment with labor market demands to address the growing skills gap in the industry. Theoretical Framework: The research is grounded in concepts of labor market demands, educational alignment, and workforce development amid digital, societal, and economic transformations. Theories on skills mismatch and human capital development help understand the dynamics between education and employment in this sector. Method: A comprehensive review of higher education offerings in tourism and hospitality in Portugal was conducted, assessing the number of courses and student vacancies while analyzing job market trends. Data were collected from national educational databases and industry reports to examine the evolving relationship between educational programs and labor needs. Results and Discussion: Results indicate a notable increase in tourism and hospitality courses and student vacancies in Portugal’s higher education system, reflecting efforts to cultivate a skilled workforce. However, gaps persist in regional job distribution and the need for specialized training in certain areas. Research Implications: The findings suggest that higher education institutions are progressing in closing the skills gap by offering programs aligned with industry needs, which may influence workforce development strategies and curriculum design. Originality/Value: This study contributes to the literature by analyzing Portugal's educational response to labor market shifts, highlighting the growing alignment between education and industry needs, and providing actionable insights for improving human capital development in tourism and hospitality.

Navigating the Virtual Environment

In the ever-evolving landscape of higher education, the intersection of learning spaces and technology presents unprecedented opportunities to enhance student experiences. This poster highlights the effective use of 360-degree technology to create immersive digital learning experiences across various STEM disciplines in an Australian University. This poster demonstrates the implementation of Universal Design for Learning (UDL) principles in virtual laboratory tours. Our 360-degree virtual tours embody UDL's core principles (Meyer et al., 2014) by offering multiple means of engagement through immersive experiences, representation via diverse media formats (textual overlays, audible descriptions, graphical elements, and interactive hotspots). By adhering to digital accessibility guidelines (Ismailov &amp; Chiu, 2022), it ensures that our virtual laboratory inductions cater to a wide range of learning preferences and needs, potentially enhancing the effectiveness of STEM education for diverse student populations. Traditional induction processes are often delivered face-to-face, facing challenges like time constraints, safety concerns, and limited accessibility. The COVID-19 pandemic has further highlighted the need for flexible, remote learning solutions (Rapanta et al., 2020). 360-degree virtual tours overcome barriers by immersing students in a digital environment, allowing them to become familiar with procedures before entering physical space (Tan &amp; Tan, 2021). This technology also supports dynamic learning environments, enhancing teaching effectiveness and student engagement (Christopoulos et al., 2018). The effectiveness of 360-degree virtual tours has been demonstrated across various areas, from hospitality education to construction safety training (Pham et al., 2018; Patiar et al., 2017). Virtual tours offer numerous benefits, including cost-effectiveness, accessibility, and enhanced engagement. They also support authentic, experiential learning without time or location constraints, potentially improving knowledge retention and attitudes toward learning (Cardona et al., 2023). A key benefit of 360-degree technology is its web-based implementation, making experiences accessible across a wide range of devices and operating systems. While implementation may require some initial investment in hardware and expertise, the availability of consumer-grade tools and simple workflows makes adoption increasingly feasible for educators (Tan &amp; Tan, 2021). This poster outlines the process of developing, implementing, and evaluating 360-degree virtual tours. The development phase began with the implementation of virtual tours in ten laboratories with large enrollments. Using specialised cameras (Insta360 X3), we captured spherical photographs of these laboratories, allowing students to virtually explore as if physically present. To enhance interactivity and educational value, we integrated various elements such as hotspots, videos, and quizzes using SharePoint Space and H5P platforms. The implementation phase involved incorporating these virtual tours into the online laboratory induction process. We seamlessly integrated the tours with existing course management systems to ensure easy access for students. For evaluation, we focused on qualitative assessment methods to gain insights into student experiences and perceptions on aspects such as ease of navigation, perceived realism, and overall utility of the virtual tours. This assessment was conducted through surveys and informal discussions, offering valuable feedback on the virtual tours' effectiveness in preparing students for physical laboratory work.