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This paper reviews the state-of-art articles on instructional technologies for hospitality and tourism education. The types of technologies, roles in instruction, theoretical underpinnings, assessments, benefits, and challenges are synthesized. Education context, knowledge, skills, and attitudes developed through instructional technologies are also explored. Virtual reality, virtual games, social media, online courses, and simulations have been primarily used. Instructional technologies were applied to facilitate content delivery, practice, communication, assessments, feedback, and authentic learning experiences. Most studies did not ground their educational technologies in defensible learning theories. Only a limited number of studies employed adoption theories to examine the intention of using technologies. Further studies should investigate whether certain instructional technologies provide significant benefits to learning relative to their costs. 

Fast technological developments have transformed the tourism and hospitality services and the labor market. The outbreak of the COVID-19 pandemic exposed the vulnerability of the tourism and hospitality workforce. There is insufficient prior work about creating better work conditions and greater career opportunities for hospitality and tourism professionals in the swiftly changing labor market. To this end, this article analyzes the historical employee–employer relationships in the tourism and hospitality industry. It presents a new employee-sharing model framework for enhancing resilience and flexibility for hospitality and tourism enterprises and workers.