Sustainable Solutions Report

1. Type of activity

Non‑assessable compulsory activity: collaborative written production in small groups in class.

2. Active methodology

• Task-based learning.
• Analysis of real cases.

3. Teaching unit

Sustainable tourism and ethical practices.

4. Learning objectives

• To apply key knowledge about sustainability in tourism.
• To develop collaboration, analytical, and critical‑thinking skills.
• To write a structured report using formal language and specific vocabulary.

5. Activity description

In groups of 2 or 3 students, you will analyse a real case of a destination and its sustainability issues, and you will write a structured report proposing improvement ideas from an ethical and responsible perspective. In class, we will explore the case of Goa’s sustainable evolution as a tourist destination, and a sample report on Goa will be provided as a reference.

To begin, we will watch some short introductory videos on tourism in three Southeast Asian destinations: Thailand, Cambodia, and Malaysia. In groups of 2 or 3 students, you will need to choose one of these three destinations, and you will have access to audiovisual materials through the virtual classroom. You must carry out a quick initial diagnosis of the main challenges with the support of GenAI tools, using real sources (news, articles, official websites, etc.). Then, you will collaboratively write a report of up to 450 words in which you will propose realistic measures to reduce the negative impacts of tourism on the selected destination. Once you have finished, each group must upload the report to the virtual campus as a practical assignment. The report must follow this structure:

1. Title.
2. Executive summary (50 words).
3. Introduction.
4. Proposals (divided by areas: social, economic, environmental).
5. Conclusion.
6. Recommendations.

6. Tasks to complete

• Selection of the case and short guided research.
• Brainstorming and discussion of sustainable proposals in the three areas.
• Collaborative writing of the structured report.
• Text revision and improvement using digital tools.
• Submission of the written report.
• Final oral reflection with the whole class evaluating the process, including the advantages and limitations of using GenAI.

7. Use of AI

• Research: ChatGPT or Copilot to explore possible sustainability challenges in each destination.
• Visual generation: Canva to add optional simple visual support.
• Written expression: Grammarly or Quillbot to review the text and improve style.

8. Learning resources

• Reference websites: UNWTO, Sustainable Travel International, National Geographic, official tourism portals.
• Reports and press articles, travel blogs, short videos.
• ChatGPT, Grammarly, Canva (optional).
• Sample report as a base example.
• Extracts from the book English for International Tourism. Upper Intermediate.
• Audiovisual resources in the virtual classroom (extension activities).

9. Assessment tasks

The group report must be uploaded to the Forum on the virtual campus.

10. Assessment criteria

A non‑assessable indicative evaluation will be made of the following aspects: language use, task achievement, topic development, active participation and collaboration within the group, and responsible and reflective use of GenAI tools.

11. Remarks

• Activity designed as practice for assessable written tasks.
• As a follow‑up activity, short oral presentations of the executive summary (2-3 minutes per group) may be carried out in class, if time allows.