A literature review is a summary of research on a particular subject that has been published in academic journals. It is a way of synthesizing the existing knowledge on a topic and identifying gaps in the research that may need to be addressed in future studies. The purpose of a literature review is to provide a comprehensive overview of the current state of knowledge on a particular topic, and to identify trends, patterns, and areas that need further research.

Tourism and recreation are two closely related fields that have a significant impact on the economy and society of many countries around the world. Tourism refers to the activity of people traveling to and staying in places outside their usual environment for leisure, business, or other purposes. Recreation, on the other hand, refers to activities that people engage in for enjoyment, relaxation, or entertainment, such as sports, hobbies, or leisure pursuits.

Tourism and recreation have been the subject of much research in the fields of economics, geography, sociology, and psychology. Researchers have studied the economic impact of tourism and recreation, including their contributions to employment, income, and local development. They have also examined the social and psychological aspects of tourism and recreation, such as the ways in which these activities can contribute to well-being, social connectedness, and cultural exchange.

One trend in the literature on tourism and recreation is the increasing recognition of the importance of sustainability. Many studies have focused on the environmental and social impacts of tourism and recreation, and have sought to identify ways in which these activities can be more sustainable. For example, researchers have examined the role of eco-tourism, which is tourism that is designed to be environmentally friendly and sustainable, in promoting conservation and sustainable development.

Another trend in the literature is the increasing recognition of the importance of cultural exchange and intercultural communication in tourism and recreation. Many studies have explored the ways in which tourism and recreation can facilitate cultural exchange and understanding between people from different backgrounds, and have identified the benefits of such exchange for both tourists and host communities.

Overall, the literature on tourism and recreation highlights the importance of these activities for the economy and society, and the need to ensure that they are sustainable and respectful of local cultures. There is still much research to be done in this field, particularly in the areas of sustainability and cultural exchange, and future studies will likely continue to build on the existing knowledge and identify new trends and challenges in the field.

Thanks for this highly relevant question about the relevance of Chatgpt (https.//chat.openai.com ) and similar new AI tools. I have been thinking about it a lot since it was published in its present form a couple of weeks ago. Some unsorted ideas:

• The googling days are over - Now students do not really need to google to find some relevant page - they can just ask an AI and refine the answer in a conversation with it.
• Students can more easily adapt their learning to their present level of understanding - and without being shy about a machine (if the AI is not owned by the university and performs learning analytics in parallel. But also that can be helpful).
• Important study skills will be to develop and systematise curiosity for a subject - and to learn how to prompt the AI for getting the most out of it.
• Pedagogy will likely tip over from the present dominance of constructivism (to form an own good personal understanding of X) to constructionism (to learn how to tinker with X, to construct and apply, take apart and put together again).
• We will have an increased emphasis on soft skills, the skills that AIs cannot perform. We will also have to concentrate more on the use of content knowledge for developing skills, relevant to working life.
• Home exams have become impossible, and the answers and solutions are too easy to fabricate by just asking an AI for the answers, and paraphrasing a little.
• Programming, maths and formal-logic tasks are very easy to get help with from an AI so tasks must be constructed in another way than today, taking help from AI for performing more complex tasks.
• Education designers and teachers have to rethink a lot about what they should be doing - they cannot continue the "study content - repeat on the test" pattern. Students will not use course literature but produce summaries of every piece of content. But the possibilities multiply!
• Self-directed learning will become a lot easier for the skilled and motivated person, but digital literacy is needed, and we will probably see fast development of new systems of accreditation of knowledge, besides having attended university courses.
• We should be thinking through the program and course offerings at universities because many categories of white-collar jobs disappear and others will arrive. We should concentrate more on the "what" and "what for" of education, it may be more important than the "How".
• To deliver information is today not difficult, but the process will be reversed: information-pull instead of information-push. The information-processing capacity of ICTs (as AI applications) will become more important for teaching and learning.

In short; with AIs of this and future improved AI versions and information interfaces, information friction has become very low. This is what "digitalisation" has been all about so far in education (to deliver content more easily), when most other fields of activity in society uses also information processing (outside biological brains)- which has hardly begun in education yet. But now it does. We have not seen much digitalisation of education yet. But now it really begins. So we will have a lot of new "blends" between older and newer practices in education.

Thank you very much Anders Norberg for your insightful and comprehensive answer.

I agree that in the near future there will be an acceleration in the integration of AI into education. Yes, this change will have a profound impact on education systems. This transformation may erase the already worn out role of education systems as content providers. I am not sure what will be left in education systems, but there will be confusion for sure.

There may be unique opportunities for slef-directed learners to find their own way of learning. This is the type of learner we want in the hyper-information era. The question is: what will we offer to this new type of learners in our education systems? :)

Another important problem is the blurring of learning experiences. Our already lazy cognitive capacity may become even lazier and redundant in time

Yes, Mehmet Firat , I agree that this is about accelerated integration into what is already there, although it will be hard. It may be that many university people thought that the digitalization of teaching/learning processes has peaked already, but it has hardly started in my opinion.

You also have a very good question about what education systems have to offer to empowered self-directed learners. Recognition of knowledge and skills developed outside institutions may be the first step, formal education is not the only way to competence. It has never been, but now it will show more and more.

However, I somewhat disagree about the blurring of learning experiences, causing laziness. Learning will be blurred for some time as people do not understand the context, but this is not the place for laziness. This kind of argument has shown up at every step of ICT development, all since the invention of writing. Example: If we can save information by writing it down, people will become lazy by not having to memorize any longer.

Instead, human civilisation uses every technological development as a platform to stand on for further development and raised demands and ambitions. We could become lazy if we thought that development would stop, or if only a few of us would be able to use these new ICTs, leaving the rest of the world in an older technological state. Instead, the demands on teaching and learning will become higher, preparing for an even more demanding work market with fewer easy jobs (in itself a huge problem, but unavoidable).

I remember a quote from Norbert Wiener in his 1954(!) book "The Human Use of Human Beings: Cybernetics and Society": “The world of the future will be an even more demanding struggle against the limitations of our intelligence, not a comfortable hammock in which we can lie down to be waited upon by our robot slaves.”

I understood your criticism of the problem of human redundancy very well Anders Norberg . Similar to the genetic and memetic evolution of human beings, the cognitive and behavioral evolution of human beings will continue to evolve, and will continue to absorb artificial intelligence in the same way it has absorbed technology so far. This is a strong argument that can be supported by the historical development of humanity.

In the context of the topic of discussion, we can say that AI will level up the way we structure information and our experience of accessing it. We can analogize this to the evolution of maps. From printed maps to GPS maps. Finding the desired place on the map and figuring out how to get there the fastest (cheapest or safest :)) required a good map reading knowledge and effort. With new maps powered by GPS, big data and crowdsense, all you need to do is to say where you want to go and choose the most suitable one among alternative options. AI's structuring of information and our access to it can be more refined and clean. It can even purify the internet of misinformation and repetitive information that turns it into a garbage dump.

The question remains to be addressed: The evolution of learning and education! In fact, our education systems are primitive systems that are about 400 years old. Although IT adaptation has been attempted, the basic structure remains from industrial societies. Although educational movements such as open and distance learning try to produce solutions by prioritizing ICT integration, our basic understanding of education is always the same. Learning outcomes, appropriate curriculum, educational content, assessment and evaluation...

I think open and distance learning will be strengthened in this process. After a while, systems such as GitHub Copilot (https://github.com/features/copilot) may develop to guide learners in the learning process.

Back to traditional universities, as a social (organic :)) living being, the need for face-to-face interaction and guidance will not disappear. How other people deal with problems, what they do, what they think, what they are inspired by will remain important. Maybe in the near future universities and other educational institutions will adopt the flip learning model more. That is, learning outside and discussing at school, asking questions, dealing with practical solutions.

Recent developments in artificial intelligence and chat GPT show that artificial intelligence will become dominant in almost all sectors in the future. This means that many jobs will be handed over to artificial intelligence. At this point, I think that how effectively individuals can use artificial intelligence in what they do is more important than how professional in their jobs. Just as individuals who use digital tools effectively come to the fore in the 21st century, individuals who use artificial intelligence effectively in their work and who manage to blend artificial intelligence with human-specific features such as "aesthetics, ethics, philosophy, creative thinking, leadership, emotional intelligence" will come to the fore. Therefore, at the higher education level, training on the effective use of artificial intelligence should be given to each branch. In addition, curricula at the higher education level must be updated to improve human-specific features such as emotional intelligence, creativity, aesthetic understanding, philosophical perspective, etc.

Here is an interesting blog post about Chat GPT by Dr. Phil Anthony out of Kent University:

AI and Higher Education: Is it time to re-think teaching and assessment? – Learning Technologies (kent.ac.uk)

blogs.kent.ac.uk/learn-tech/2023/01/11/ai-and-higher-education-is-it-time-to-re-think-teaching-and-assessment/

Human Brain + Chip Based Artificial Intelligence = Superpowered Mix Intelligence

Welcome Matrix type education. Please wait while Uploading Helicopter Pilot Course to your brain chip ... :)

I think the comment by Deger Demir was very funny and relevant. My reply: "I know Ju-Jitsu?"

But returning to this very serious question, I think this is a very important development and totally changes the way that students learn, especially in university. Also in other levels - I immediately think of assignments and work tasks in secondary school.

The idea that technology is an extension of the human is encountered regularly in the history of thought about technology. Until now, we have invented extention for travel, communication, mass production ect. But, first time we have an extention for our brain. This one is a very special extention. Because, our brain manage and effects our all other activities. I believe that the AI will be the extention of human brain and we will learn how to adopts this new tehnology to human civilisation.

Our educational system is mainly driven by human brain. This new extention will extend the boundaries of learning and education. But, I'm sure that will not be easy. We need to re-organize our education systems. I think, from now on we will hear more abouth PERSONAL AI ASSISTANTS.