Abstract
<jats:p>The article provides a theoretical substantiation and presents a conceptual model of educational tourism as an integral organizational form of the educational process in the system of general secondary and extracurricular education. The methodological foundations of educational tourism are defined, including competency-based, activity-based, systemic, and child-centered approaches, which ensure its integration into the educational process. The main principles of implementing educational tourism are revealed, including scientific validity, practical orientation, cultural relevance, the unity of teaching and upbringing, and ensuring the safety of participants. The essential characteristics of educational tourism are substantiated, in particular its integration into the educational process, activity-based nature, environmental conditioning, and spatial mobility. The main forms of educational tourism (excursions, educational trips, and tourist expeditions) and their classification features are identified. The article outlines the target and content components of the model, defines the system of educational tourism tasks (cognitive, practical, value-oriented, socio-communicative, and developmental), and describes the mechanisms for their implementation. Particular attention is paid to the conditions for the effectiveness of educational tourism, which include the readiness of the subjects of the educational process and the educational environment. The resultative component of the model is presented through a system of competencies formed in the process of educational tourism activities. It is proved that educational tourism provides a comprehensive impact on the development of learners’ personalities and contributes to the integration of educational, upbringing, and socializing functions of the educational process. </jats:p>