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8 Implications for Policy and Practice

tions under which sustainable tourism transition can be initiated, guided,
and sustained. Rather than treating these domains as sequential steps, the
discussion highlights their distinct roles and mutual interdependencies,
drawing attention to how different combinations of instruments may be
mobilised across contexts to respond to varying levels of readiness, insti-
tutional capacity, and sustainability ambition.

8.1 Capacity Building and Training Mechanisms
Capacity building is a key driver of change and a cornerstone of sustain-
able tourism transformation. For smes, the development of managerial
competencies, operational know-how, and sustainability literacy is essen-
tial to facilitate iso 21401 compliance. For successful implementation,
the provision of structured training programmes, on-site support mech-
anisms, and the systematic integration of sustainability into formal edu-
cation systems should be regarded as indispensable conditions. Below, we
identify a set of intervention areas in which sectoral stakeholders can act
through a range of non-binding and non-exclusive measures to facilitate
the overall process.

create and support formal training programmes
Governments, vocational education and training (vet) institutions, and
higher education centres should introduce sustainability modules aligned
with iso 21401. These programmes must:
• Offer practical interpretations of the standard.
• Introduce smes to monitoring techniques and sustainability indi-
cators.
• Cover topics such as energy and water efficiency, waste reduction,
social responsibility, occupational health, and circular economy
principles.
• Provide hands-on exercises using the mast Self-Evaluation Tool.
Embedding sustainability into vet ensures that future hospitality pro-
fessionals enter the labour market equipped with relevant competencies.

continuous professional development
and industry-based training
Tourism employees already in the workforce require access to short
courses, micro-credentials, and professional development programmes
focusing on:

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