 |
[email protected] |
 |
3275638434 |
 |
 |
| Paper Publishing WeChat |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
AIGC-Enabled English Teaching for Culture and Tourism Vocational Undergraduate Programs
GUO Junyi
Full-Text PDF
XML 33 Views
DOI:10.17265/2161-623X/2026.01.003
Shanxi Vocational University of Culture & Tourism, Taiyuan, China
As artificial intelligence generated content (AIGC) technology continues to develop, its potential in higher education has attracted significant attention. This study examines the application of AIGC in English language teaching within tourism and cultural vocational undergraduate programs. Aligned with the College English Teaching Guidelines and the principles of vocational education, it explores how AIGC can enhance curriculum design, support scenario-based instruction, and strengthen professional competency development. Through practical examples including AI-powered dialogue simulation and industry-aligned text generation, the study highlights the technology’s effectiveness in increasing instructional relevance and enabling personalized learning. Challenges related to human-AI collaboration, ethical data use, and pedagogical adaptation are also discussed, offering insights for English teaching reform in vocational undergraduate education.
AIGC, tourism and cultural vocational education, English teaching
GUO Junyi. (2026). AIGC-Enabled English Teaching for Culture and Tourism Vocational Undergraduate Programs. US-China Education Review A, January 2026, Vol. 16, No. 1, 11-16.
Asia-Pacific Language Education Research Center. (2022). Contextualized language learning in professional education: Evidence from tourism programs. Tokyo: APLERC Press.
British Council. (2023). AI in language education: Global perspectives and local implementation. London: British Council Publications.
European Commission. (2022). Ethical framework for artificial intelligence in education. Brussels: Publications Office of the European Union.
International Association of Tourism Professionals. (2023). Global tourism employment standards and competency framework. Geneva: IATP Publications.
Langacker, R. W. (2017). Cognitive linguistics: Foundations and applications. Cambridge: Cambridge University Press.
Ministry of Education of China. (2020). College English teaching guidelines for higher vocational education. Beijing: Higher Education Press.
UNESCO-UNEVOC. (2022). Competency frameworks for tourism and hospitality education. Bonn: UNESCO-UNEVOC International Centre.
Wang, L., Chen, H., & Zhang, Y. (2023). Multidimensional assessment in language education: Integrating AI and human evaluation. Shanghai: Shanghai Foreign Language Education Press.
Sino-German Tourism Education Collaborative Project. (2023). Annual report on intercultural competence development. Beijing: Tourism Education Press.
Smith, J., & Johnson, L. (2021). Adaptive learning systems in professional education: Design principles and implementation strategies. London: Routledge.