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The study tour is an effective mode for students to learn in an effective way. For decades, it gradually has become an emerging mode for practical education in China, underpinned by policies, funds, technology, and human resources. This study aims to showcase how the curriculum of the study tour can currently be operated, including goals, content, teachers, and evaluation, as well as what the potential barriers are. Both qualitative and quantitative methods were used in the study through organizing site investigation and distributing questionnaires. The data were from 122 institutes of study tour in Zhejiang Province as the outstanding example. According to the results, we find that even though there are numerous study tour courses, the syllabi are not rigorous and the professional literacy of the teaching staff is low. Additionally, most study tour activities are carried out with lecturing or sightseeing, yet without practice, inquiry, or operation. Therefore, with the study tour being increasingly emphasized, more professional collaboration with schools and universities should be put on the agenda to enhance the prevailing curriculum.

This study decodes the “policy DNA” of China’s study-tour sector by analysing nine central-level policy documents (2013–present) using text mining, policy-instrument coding, and the PMC index. The findings indicate a transition from fragmented pilot programs to a more mature, student-centred, curriculum-integrated governance system. Capacity-building and advisory tools are predominant, mandates serve as safeguards, and an average PMC score of 6.55 signifies robust yet improvable coherence. Several key deficiencies remain: an unclear evaluation system, insufficient incentives, weak timeliness, and limited inclusivity. Recommended reforms include integrating experiential learning and evaluation, implementing tiered performance-linked incentives, promoting unified cross-sector coordination, and adopting phased roll-outs with stakeholder engagement. Methodologically, the study advances policy research by combining quantitative and qualitative approaches, enabling systematic deconstruction and empirical comparison of policy evolution, surpassing previous single-case or purely qualitative studies. Although grounded in China’s context, the framework and recommendations offer transferable insights for countries aiming to align educational and tourism objectives, balance heritage preservation with innovation, and foster equitable access. Plain Language Summary China’s Study Tour Policy This study constructs a three-dimensional analytical framework of policy themes, policy tools, and policy assessment, and conducts a quantitative text analysis of nine national-level China’s study tour policy documents from 2013 to 2025.

The development of Macao's study tour policy is closely related to the cultural industry. Its evolution has enriched cultural experience, promoted exchanges, and driven the coordinated development of the cultural tourism industry from \"national education\" to \"national education + tourism\". This study uses intergroup contact theory to thematically analyze 28 respondents' views on cross-strait relations and cross-strait culture. The results show that the study tour can promote exchanges between young people in Mainland China, Hong Kong SAR, Macao SAR and Taiwan Region; it can also directly meet the ideal conditions for intergroup communication mentioned by Allport, and have a positive impact on mainstream ideology and national identity. However, the government can create a cross-strait study tour circle. This circle can provide a better platform for strengthening indirect contacts between different regions. It makes up for the lack of direct contact conditions (spatial distance). This study fills the gap in the literature on enhancing cultural integration, identity construction, and cultural policy impacts among cross-strait youth through study tours, thereby providing a deeper understanding of the cultural relations between mainland China, the Macao SAR, and Taiwan region.

Purpose>The paper aims to address the gap in the literature related to students’ mindsets and learning activities through investigation of the differences in students’ expectations of, feelings towards, and perceptions of an overseas study tour based on their mindset. The study provides an in-depth analysis of students with different mindsets and proposes the use of overseas tours and intercultural learning to foster students’ growth mindset.Design/methodology/approach>An overseas study tour hosted by a self-financing tertiary institution in Hong Kong was selected for investigation. 13 sub-degree students participated in the study tour during the summer term in 2018. Two types of primary data – quantitative (i.e., a questionnaire survey) and qualitative (i.e., in-depth interviews) – of fixed mindset and growth mindset students were collected for analysis.Findings>The findings indicate differences in students’ expectations of, feelings towards, and perceptions of an overseas study tour depending on whether they demonstrate a fixed or growth mindset. The growth mindset students had more and higher expectations of the study tour, all of which were related to personal growth and development. The fixed mindset students did not have as much of a desire for personal development and their expectations were easily met. Both growth and fixed mindset students had positive feelings and perceptions of the tour.Originality/value>Research on the application value of overseas study tours in helping students from self-financing tertiary institutions develop a growth mindset is scarce, and thus warrants further investigation.

In the last fifty or so years, Grand Tour has become a very popular and extensively researched phenomenon. Although mainstream researchers have analyzed various aspects of the Grand Tour, they have tended to adopt a narrow definition limited to the experiences of young English gentlemen undertaking a study tour of Italy and France. This article poses a somewhat provocative question: was the Grand Tour feasible as a study tour of an English gentleman visiting Poland-Lithuania? Based on contemporary travel writing, the author reveals the challenges and the difficult logistics of such an undertaking.

At present, in the process of study tour, study tutors are responsible for supervising the safety of primary and secondary schools' students, and many hidden dangers are present in safety supervision. Therefore, how to provide study tutors with intelligent information tools and thus help safety tour have become the primary issue for the construction of research bases and the normal. For this reason, this study proposes an adaptive dynamic security area generation method and dynamic security area early warning technology. By comparing the location of the dynamic security area and the dangerous area, whether the users in the area are in a safe state can be determined. On the basis of mobile smart terminals, a dynamic safety supervision system that supports the study tour of primary and secondary school students has been developed. Practical application shows that the system has perfect functions and safe, stable, and reliable performance. The system has good application prospects and promotion value and can be used in other similar field safety management and control fields.

PurposeThis study aims to explore university students' push and pull motivational factors towards their study tour destination choices and to investigate the differences between experienced and non-experienced students concerning their push and pull motivational factors.Design/methodology/approachThe study collected surveys from Hong Kong university students. In total, 248 usable responses were gathered. Among the 248 respondents, 148 university students from various universities did not have experience on a study tour in their university lives while 100 students did. The study also conducted interviews and collected qualitative data to supplement the survey findings.FindingsTop push and pull motivational factors were highlighted in the study tour context. This study also indicated that non-experienced students relatively have more concerns about geographic location, political stability and financial budget as pull factors and education as the push factor than experienced students. Education, as a high-level human need and push motivational factor, becomes less important for experienced students.Originality/valueA large number of Asian university students participated in study tour programmes each year. Nevertheless, there are few research papers relevant to exploring university students’ motivation to choose study tour destinations. This study provides useful insight for the universities to design and implement appropriate study tours according to students’ motivation.

As a product of the integration of tourism and education, study tour has attracted more and more attention. Based on the analysis of the current situation and problems of study tour in Guangzhou, this paper puts forward some suggestions for the development of study tour.