COVID-19 has intensified and magnified the need of the overdue change in the tourism and hospitality education. COVID-19 has also been a grand global living-lab experiment of accelerated (technology) educational change. However, to respond to the current reality and get ready for the next normal, tourism and hospitality education should perceive and implement change that goes beyond the simple digitisation of educational offerings. It is the aim of this paper to re-imagine how tourism and hospitality education should re-imagine and re-set its ‘business model’ for the next normal. To achieve that, the paper first outlines the transformations happening in the major actors of the educational landscape (i.e. students, educational providers, industry and labour markets). Educational change should respond both re-actively and pro-actively to such changes. Hence, the paper continues by advocating how the educational institutions should change in order to not only overcome the crisis but also to lead the re-form of the tourism and hospitality industry to build back better. Changes are proposed in relation to educational offerings, curricula design and content, delivery methods, learning aims and competencies, types and management models of educational instructors, all of them affecting the ‘business model’ of educational providers including their value proposition, revenue and delivery models.

COVID-19已加强并放大了旅游和款待教育中逾期变更的需求。COVID-19还是加速（技术）教育变革的全球盛大实验室实验。但是，为了响应当前的现实并为下一个常态做好准备，旅游和款待业教育应该意识到并实施超越简单的教育产品数字化的变革。本文的目的是重新想象旅游和款待教育应如何重新想象并为下一个常态重新设置其“商业模式”。为此，本文首先概述了教育领域主要参与者（即学生，教育提供者，工业和劳动力市场）正在发生的转变。教育变革应对这种变革做出积极反应。因此，本文继续倡导如何改变教育机构，以不仅克服危机，而且引领旅游和酒店业的重组以更好地重建。提出了与教育产品，课程设计和内容，交付方法，学习目标和能力，教育教练的类型和管理模式有关的更改，所有这些都影响了教育提供者的“业务模式”，包括其价值主张，收入和交付楷模。