Challenges in identifying the right pedagogy to teach the hospitality and tourism curriculum are ever prevalent. The adaptive learning approach is an effective learning approach, especially with the emphasis on self-regulated learning dimension. This study delves into the adaptive learning approach for the Year 1 undergraduate students from the School of Hospitality, Tourism and Events in a private university in Malaysia. The authors play the role of lecturers and have contributed extensively to the personalized learning of the students in the case study project, adopting the adaptive learning approach. The active learners in this case are the students who are required to demonstrate motivation, commitment, self-regulated learning, and digital literacy to execute their project. Flexibility in the student's execution was an added advantage where the students enjoyed the learning experience and were able to work on the case study project at the designated sustainable resort site. As part of the project, the students worked on a few projects in the marketing department and the front office department. The projects were later submitted via the University's Learning Management System and individual feedback was provided to the students. Feedback from participating students in the case study project was collected through interviews and analyzed. Thematic analysis provided valuable feedback on self-regulated learning and initiatives to improve the adaptive learning pedagogy in future. The study addressed both the research objectives on the impact of adaptive learning and collaborative opportunity and the students' competence development. proves to be an effective teaching and learning approach even in the hospitality and tourism curriculum. © 2025 by Ruth Sabina Francis, Sumitha Anantharajah, Tengku Murad Tengku Mokhtar, Amrik Singh and Kalpana Das Sawdesh Ranjan. All rights reserved.
Author Keywords
Index Keywords
