Tourism Education for Sustainability in Early Childhood: An Integrative Review for Children Aged 5–12

This paper examines the importance of tourism education in promoting sustainability during early childhood (ages 5–12), through a systematic review of 475 peer-reviewed articles retrieved from Scopus, Web of Science and Google Scholar. The study employs an integrative review approach, combining bibliometric and thematic analysis. The bibliometric analysis aims to identify trends according to publication year, author country and journal. Furthermore, qualitative thematic coding categorises studies based on all dimensions of sustainability, study type (theoretical, empirical, or review) and pedagogical approach (conceptual models or participatory strategies). The findings reveal a significant emphasis on environmental education, with socio-cultural and economic dimensions being under-represented. Experiential learning and gamification emerge as the primary instructional strategies, complemented by storytelling, community-based learning and digital tools. However, the limited number of empirical studies assessing long-term outcomes, coupled with the scarcity of participatory methodologies, raises concerns about children’s involvement in designing educational interventions. This study identifies critical gaps in the literature and proposes a roadmap for more inclusive, child-centred approaches to tourism education that align with global sustainability goals. It highlights the importance of developing critical thinking skills from an early age and helping children to understand the complexities and values of sustainable tourism.