Evaluating a Mindfulness Training Program for Chinese Tour Guides
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
There is growing pressure on tour guides to encourage responsible and sustainable behaviors amongst their tour participants focusing attention on tour guide training. Despite calls for the inclusion of concepts such as mindfulness and sustainability in tour guide training there has been limited academic discussion of how these might be applied in practice in the Chinese context. This article explores the impact of an online socio-cognitive mindfulness training program on Chinese tour guides’ understanding of sustainability and their perceptions of how to communicate this to their guests. Twenty-seven Chinese tour guides participated in the training and completed semi structured pre and post training surveys. Prior to training, most reported little understanding of sustainability in tourism. Afterward, guides expressed greater recognition of their role in managing tourist impacts and reported intentions to adopt more multisensory, personalized interpretation and storytelling to foster mindfulness among participants. Findings suggest that while guides’ views of mindfulness aligned with Western frameworks, they adapted its use to Chinese guiding practices. Overall, the training enhanced awareness of sustainability and supports incorporating socio-cognitive mindfulness into tour guide education. Thess results support the value of incorporating socio-cognitive mindfulness into tour guide training to enhance awareness of tourism sustainability.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it