Adolescence

, 131

Adults

, 202–203

Affective domain

, 47

Affective/social adolescence

, 132

African Network for Policy Research and Advocacy for Sustainability (ANPRAS)

, 7–8, 172–173, 175

children in sustainability initiatives at

, 174–175

context

, 172–182

general observations and reflections

, 182–184

Quadropod

, 175

African Union Agenda 2063

, 174

Ambassadors

, 172, 175–176

Analytical literacy

, 205

Animals

, 17–18

mistreatment of

, 23–24

tourism

, 18

Average variance extracted (AVE)

, 64

Bartlett’s test of sphericity

, 61–63

Bindi: The Jungle Girl (TV show)

, 192–193

Change agents

, 191

organisations on sustainable childhood education

, 191

school systems on sustainable themes

, 194–195

social media influencers

, 191–192

sustainability in tourism industry

, 195–196

TV shows and documentaries

, 192–194

Child Labour (CL)

, 144–145

Child Poverty Action Group

, 166–167

Child Rights International Network

, 166–167

Child Sex Tourism (CST)

, 144–145

Child/children/childhood

, 1, 4, 17–18, 27–28, 55–56, 71–72, 115–116, 148, 172, 203–204, 221

benefits and limitations of wildlife tourism for

, 21–23

centered rights approach to sustainable tourism

, 149–151

children-nature-tourism connection

, 44–46

empowerment

, 48–49, 56–57, 160–161

experience and memories of sustainability initiatives

, 5–6

and involvement in sustainable and responsible tourism

, 72–73

participation

, 147

in responsible tourism research

, 117

responsible wildlife tourism amongst

, 23–24

in sustainability initiatives at ANPRAS

, 174–175

as sustainability thinkers, actioners and transformers

, 6–8

as sustainability transformers and agents of change

, 182–184

in tourism

, 145–146

voices in development of responsible tourism

, 118

wildlife tourism for

, 18–19

Child(ren) rights

, 145–146

approach in English Law

, 161–163

in inclusive sustainable tourism

, 144–145

in international instruments

, 163–164

legal development of

, 161–165

literature review

, 145–151

to peaceful protest

, 165–166

responsibilities of adults

, 164–165

in responsible tourism

, 165–167

sustainable tourism in African context

, 151

Children Act (1989)

, 162

Children Representative (CR)

, 2

methodology and results

, 2–3

Climate change

, 160

Cognitive/intellectual adolescence

, 132–133

College tourism

, 20

Competitiveness Diamond

, 207

Composite reliability (CR)

, 64

Confirmatory factorial analysis (CFA)

, 59, 63–64

Construct validity

, 64

Consumers

, 56

Content analysis

, 2

Convergent validity

, 64

Coram Children’s Legal Centre

, 166–167

COVID-19

, 222

Crikey! It’s the Irwins (TV show)

, 192–193

Crocodile Hunter, The (show)

, 192–193

Cronbach’s alpha

, 64

Curriculum-based trips

, 106

Data

analysis

, 30–31

collection

, 30

Decision-making process

, 55–56

Department of Children Services (DCS)

, 151

Design learning theories

, 147

Destination competitiveness

, 207

Discriminant validity

, 64

Documentaries

, 192–194

E-sport senior/lecturer events management

, 226

Early childhood

, 28

Earth Day Action (EDA)

, 178

Earth Day initiatives

, 178

Earth Day Network

, 178

Earth Hour

, 178–179

Eco-Schools

, 194

Ecological literacy

, 205

Economic, social, and cultural rights (ECOSOC rights)

, 149

Economic, Social and Cultural Council (ECOSOCC)

, 173

Education. See also Transformational education

, 123, 125, 175–176, 201–202

of future tourists

, 2

tourism

, 129–130

Education facilitated through wildlife tourism

, 19–21

Education for Sharing

, 191

Education for Sustainable Development (ESD)

, 125, 201–202

Educational tourism

, 19–21, 135

Educational travel

, 105–106

Edutainment

, 3–4

Empirical analysis

, 56

Empowerment

, 79, 116, 123, 125, 130

of children

, 48

in development of responsible tourism

, 118

Energy

, 178–179

Energy Globe Award

, 175

English Law, approach in

, 161–163

Environment

, 119–120

Environmental coping strategies

, 47

Environmental education

, 42–43

Environmental irresponsible behaviour

, 29–30

Environmental protection

, 121–122

Environmental responsible behaviour themes

, 36–37

Environmental trust

, 44

Environmental worldview to responsible education for sustainable tourism

, 103–105

Ethical literacy

, 205

European Tourism Indicator System (ETIS)

, 208–209

Evidence-based Transformational Tourism Education Framework

, 104–105

Experience

, 27–28

Experiential education

, 42

Experiential learning theory

, 135

Exploratory factor analysis (EFA)

, 59, 61–63

Factor analysis

, 56

‘#FridaysForFuture’ campaign

, 160

‘Future Generations Act’ of 2015

, 47

Future tourists, education of

, 2

G adventures

, 196

Generation Z (Gen Z)

, 8, 203–204

challenges to educate

, 221–227

E-sport senior/lecturer events management

, 226

methods and results

, 223

mismatch

, 226–227

morphing of event industry

, 225–226

recruitment of academics in responsible tourism

, 222–223

Gillick v West Norfolk and Wisbech Area Health Authority (1986) AC 112

, 161–162

Green Schools

, 194

Higher education

, 202

Higher Education Institutions (HEIs)

, 7–8, 73–74, 201–202, 222–223

Holiday drawing analytical model

, 30–31

Hospitality

industry

, 72

sector

, 76

Inclusive sustainable tourism

, 144–145

Inclusivity

, 151

Intergovernmental Panel on Climate Change (IPCC)

, 103

Iran

, 30

Keep-clean culture

, 179–182

‘Kids’ clubs. See Resort mini-clubs

KMO test

, 61–63

Landscapes Review

, 46

Let’s Do It Mauritius (LDIM)

, 179–180

Lieu de mémoire concept

, 6, 79, 84

Litigation

, 166–167

Litter-free holiday

, 34–37

Living Labs (LLs)

, 76–77

Lonely Planet

, 196

Madeleine de Proust

, 79–84

Madeleine de Proust Theory (MPT)

, 4–6

Man-made natural attractions

, 31–33

Mauritian Standard on Sustainable Tourism

, 172–173

Mauritius

, 172–173

Measurement model analysis

, 61–63

confirmatory factorial analysis

, 63–64

exploratory factor analysis

, 61–63

Middle-school students

, 131–133

Mistreatment of animals

, 23–24

Moral judgement

, 123

Multi-Criteria Decision Analysis (MCDA)

, 76–77

Multicultural literacy

, 205

Museums as transformative experiences

, 107–108

National Landscapes Review

, 44–45

National Parks

, 42

Natural Progression steps

, 47

Nature

, 27–28

based strategy

, 6–7

Nature holidays

, 27–28

interaction with nature and responsible behaviour

, 29–30

method

, 30–31

research with children

, 28–29

results

, 31–37

New Ecological/Environmental Paradigm scale (NEP scale)

, 59, 104–105

Non-governmental organisations (NGOs)

, 166–167, 172

Non-nature based strategy

, 7–8

Non-participatory approaches

, 148

Object-based learning

, 107–108

Ocean’s Deadliest on the Great Barrier Reef (series)

, 192–193

Orchestra model of experience

, 33–34

Orphaned and Vulnerable Children (OVCs)

, 150–151

Outdoor learning

, 42–43

Outdoor Residential Centres

, 42

children-nature-tourism connection

, 44–46

experiences

, 44

implications

, 48–49

UK Outdoor Residential Sector

, 46–48

Over-education

, 226–227

Participatory rights of children in tourism

, 147–148

People and Nature Survey

, 44–45

Performance of tourist destinations

, 209–211

Personal agency

, 74–75

Peter Pan syndrome

, 74

Physical adolescence

, 132

Policy literacy

, 205

Political literacy

, 205

Pollution

, 34–37

Ponzi schemes

, 74

Post structural approaches

, 147

Principal component analysis

, 61–63

Principles for Responsible Management Education (PRME)

, 7–8, 73–74, 104–105, 189–190, 201–202, 205, 207

data collection

, 208–209

foundation

, 207–208

framework

, 202

literature review

, 204–207

positioning of study

, 202–207

results

, 209–211

Proenvironmental behaviour scale (PEB)

, 57

Protective rights of children in tourism

, 146–147

Provision rights of children in tourism

, 148–149

Psychology of hope

, 47

Qualitative methods

, 119

Quality education

, 84–85, 201–202

Quest

, 5–6

Re D (A Child) (Abduction: Rights of Custody) (2006) UKHL 51

, 163

Re W (A Minor) (Medical Treatment: Court’s Jurisdiction) (1993) Fam 64

, 161–163

Recruitment of academics in responsible tourism

, 222–223

Religious education

, 123

Research questions (RQs)

, 71–72, 222

Resort mini-clubs. See also Tourism

, 1, 4, 71–72, 221

conceptual framework

, 74–76

contextual framework

, 76–77

literature review

, 72–74

methodology

, 77–78

positioning of study

, 73–74

preliminary findings

, 78–79

Responsible Kid Clubs as Madeleine de Proust and Lieu de Mémoire

, 79–84

SDG 4

, 84–85

types of activities

, 79

Resort representatives

, 1

Responsible education

, 102

Responsible Kid Clubs as Madeleine de Proust and Lieu de Mémoire

, 79–84

Responsible tourism. See also Sustainable tourism (ST)

, 1, 161

children and involvement in

, 72–73

current and future challenges

, 117

empowerment and children’s voices in development of

, 118

ethical considerations

, 119–120

facilitating children’s rights in

, 165–167

methodology

, 118–120

methods and tools

, 118–119

profiling and recruitment of respondents

, 119

recruitment of academics in

, 222–223

results

, 120–122

scope and objectives of study

, 118

Responsible wildlife tourism amongst children

, 23–24

Rio Earth Summit

, 104–105

Root-mean-square error of approximation statistics (RMSEA)

, 64

Sampling

, 30

School excursions

, 102

environmental worldview to responsible education for sustainable tourism

, 103–105

museums as transformative experiences

, 107–108

students as catalysts

, 108–110

and transformative experiences

, 105–107

School systems on sustainable themes

, 194–195

School tourism

, 20

School trips

, 129–130, 139

as transformative pedagogy

, 133–134

School-based tourism experiences

, 106

Science, Technology, Engineering and Math (STEM)

, 194–195

Segmentation model of educational tourism

, 135

Sensitisation

, 175–176

Sex tourism

, 146–147

Sexual exploitation of children through Travel and Tourism (SECTT)

, 146–147

Social Cognitive Theory (SCT)

, 74–75

Social Learning theory

, 48–49

Social media influencers

, 191–192

Social networking

, 34–37

Sociology of tourism research

, 147

Strategic litigation in enhancing children’s rights

, 166–167

Students as catalysts

, 108–110

SULITEST (online tool)

, 3

Sustainability

, 1, 57, 71–72, 116, 134, 137, 172–173

actioners

, 194

initiatives

, 172–173

in tourism industry

, 195–196

Sustainability Tourism Standard

, 172–173

Sustainable childhood education, organisations on

, 191

Sustainable children typology

, 47

Sustainable education

, 189–190

Sustainable tourism (ST)

, 1, 23–24, 42–43, 102, 116–117, 129–130, 149, 160

in African context

, 151

child centered rights approach to

, 149–151

children and involvement in

, 72–73

education and empowerment

, 123–125

environmental protection

, 121–122

environmental worldview to responsible education for

, 103–105

lack of knowledge on tourism impacts and sustainability concept

, 121

literature review

, 117

managerial implications and future research directions

, 126

moral judgement and religious education

, 123

Sustainable tourism pedagogy (STP)

, 205

Sustainable tourist behaviour. See Tourists PEB

Technical literacy

, 205

Technology

, 176–177

Theory of Learning in Nature

, 47

Tokenism

, 148

Top-down approach

, 202–203

Tourism. See also Wildlife tourism

, 56, 71–72, 160

development

, 144–145

education

, 134, 137, 204–205

industry

, 161

literature review

, 56–58

measurement

, 59

methodology

, 58–59

policy

, 144–145

questionnaire design

, 59

research design

, 58

results

, 59–64

sample and procedure

, 58

sustainability

, 203–204

system approach

, 31–33

Tourism Education Futures Initiative (TEFI)

, 205

Tourist environmentally responsible behaviour. See Tourists PEB

Tourists PEB

, 57

Transformational education

considerations

, 138–139

findings

, 137–138

middle-school students

, 131–133

research methodology

, 130–131

school trips as transformative pedagogy

, 133–134

tourism education, transformational school trips and sustainability

, 134–137

Transformational school trips

, 134–137

Transformative experiences

museums as

, 107–108

school excursions and

, 105–107

Transformative learning

, 134, 137

Transformative pedagogy, school trips as

, 133–134

Transformative tourism

, 102

Transformative trips

, 134

TrashOut campaign

, 176–177

Travel and Tourism Competitiveness Index (TTCI)

, 208

Travel and Tourism Competitiveness Report (TTCR)

, 208

Travel and Tourism industry (T&T industry)

, 204–205, 208–209

TV shows

, 192–194

UK Outdoor Residential Sector

, 46–48

United Nations Convention on the Rights of the Child (UNCRC)

, 145, 163–164

United Nations Sustainable Development Goals (SDGs)

, 79, 102, 105, 116–117, 144–145, 161, 174, 201–202

SDG 3

, 79

SDG 4

, 79, 84–85

SDG 6

, 79

SDG 8

, 125

SDG 12

, 79, 125

SDG 14

, 79

SDG 15

, 79

Univariate statistics

, 59–61

Universal child benefits (UCBs)

, 150–151

Universalism, importance of

, 121–122

Varimax rotation

, 61–63

Violence Against Children (VAC)

, 146–147

Waste management

, 178–179

Websites

, 196

Welsh Council for Outdoor Learning

, 47

Wildlife

, 19

Wildlife tourism

, 6–7, 17–18

benefits and limitations of wildlife tourism for children

, 21–23

for children

, 18–19

education facilitated through

, 19–21

responsible wildlife tourism amongst children

, 23–24

World Cleanup Day

, 179–181

Young adults

, 203–204

Youth activism

, 160–161