Abstract:

Introduction:
As opposed to other spheres of human activity and services, tourism may have a direct impact not only on the individual decisions for travel and leisure, but to a large extend they can directly influence the content of the academic subjects in tourism education. In tourism education there are certain domains with established attractiveness (cultural tourism, mass tourism, ecological tourism) but there are also domains with a shorter life cycle (such as event tourism, festival tourism, cult tourism, etc.). In order to familiarize the future tourism professionals with the modern features of tourism activity, the Bachelor degree education is largely open to the new methodologies and digital technologies, including mixed reality and innovation, and recognizes them as a determining factor for both choices for travelling and leisure and for curriculum design in education. Along with the core tourism disciplines of tourism studies, the training have to concern both new destinations and modern trends, some of which give rise to special topics in the curricula – virtual tourism, digitalization of tourism, digital tourism products, robotization in tourism, and others. In this sense, it can be only beneficial if tourism educational programs are subject to regular updating. The aim of the present paper is to discuss how the achieved results of ULSIT's can be directed to the need of updating the curriculum design in the structure of tourism education.

Presentation:
This research will present the factors that require changes in curriculum design in view of the revealed by the project issues. The main perspective of the study will be specifically focused on the interrelation between: main approaches in determining the content of tourism education (the principle of purposefulness in the training in tourism, the principle of collectivism and the principle of environmentalism) and the application of the mixed reality in the education of the cultural historical heritage. Since the project’s concept is closely relevant to new technologies it raises awareness to new directions in the promotion of the cultural heritage. In this way the methodologies in the tourism study can be enriched and the achievements of this interaction can be seen in their successful inclusion in the curricula of tourism education.

Conclusion:
The main research line about the relation between the new concepts in the digitalization of the cultural heritage, the discussed principles in the education in tourism and their connection with the achieved results in the project opens important perspectives for the mixed reality especially in the sphere of the cultural and historical heritage and defines them as beneficial to the education of tourism. After presenting the issues of this research context, the present study reaffirms the new topics as future oriented and closely connected with the last changes in the global environment, and finally confirms them as needed to be included in the education of tourism. With such an understanding, the curriculum update can happen timely and contribute to both specialist and future professionals in the theory and practice of tourism.

Keywords:

Mixed reality, cultural-historical heritage, tourism, curriculum update.