<![CDATA[This study tests whether a structured, field-based sustainability intervention can simultaneously strengthen tourism students' action competence and increase sustainability-practice adoption among tourism micro and small enterprises (TMSEs). In early 2026, 150 undergraduate tourism students from West Nusa Tenggara, Indonesia, were organized into 50 teams and paired with 50 TMSEs across five districts and cities on Lombok. Business-team pairs were block-randomized to an eight-week Regenerative Tourism Action Lab or an attention-matched Tourism Business Development Lab. Student outcomes were measured at baseline, post-intervention, and 12-week follow-up; business practices were independently audited at baseline and follow-up. Relative to the active control, the intervention produced larger gains in systems thinking (adjusted post-test difference = 0.47, p < 0.001), stewardship self-efficacy (0.53, p < 0.001), and sustainability action competence (0.42, p < 0.001). At follow-up, treatment enterprises had adopted 2.31 more verified sustainability practices than controls (95% CI 1.55-3.07; p < 0.001). Team implementation quality partially explained business-level adoption. The findings reposition tourism students as boundary-spanning change agents and suggest that tourism education can be evaluated not only by learner transformation but also by its external effects on destination businesses.]]>
Copyrights © 2026
