ABSTRACT
Recognition of the changes in and complexity of postmodern tourism (Uriely, 1997) requires the development of lifelong tourism learning opportunities that equip students for future learning, employment and life. Instead of only focusing on developing specific, standardized knowledge and skills, truly developing the ability of tourism graduates to confront tourism’s postmodern changes requires an understanding of lifelong learning within a framework that is focused on student affect, thought and action, which makes possible and takes into account the significance of a student’s ability to connect with the dynamic tourism world.
