Fang Ning, Wenjie Zhang
The sustainable development of cultural heritage heavily relies on visitors’ sustainable practices, with education serving as the key to regulating visitor behavior and promoting their engagement in sustainable tourism. However, the mechanisms linking education and sustainable tourism remain unclear in the virtual context. This research aims to determine the potential of digital cultural heritage learning outcomes in supporting sustainable tourism behaviors (environmental, cultural, economic) among visitors. This study integrates the Generic Learning Outcomes (GLOs) with the Theory of Planned Behavior (TPB), collecting 642 valid samples and employing PLS-SEM analysis. Research findings indicate that knowledge and understanding (KU), skills (S), attitudes and values (AV), enjoyment, inspiration, and creativity (EIC), and activity, behavior, and progression (ABP) positively influence sustainable tourism practices. Cost perception (CP), however, weakens the conversion from intention to actual behavior. This provides empirical support for the development of digital cultural heritage projects and the sustainable management of heritage sites.