Studenters syn på tågturismupplevelser genom Interrail
Sammanfattning: This study aims to study the concept of Interrail and its importance for students' train journeys when it comes to students' portraits of train tourism. The empirical data has been collected through a qualitative method. The implementation of the method has been done through semi-structured interviews with college/ university students. The theoretical material is based on Lena Mossberg and Monica Hanefors (2007) reasoning on Storytelling, as well as Scott A. Cohen, Girish Prayag and Miguel Moital (2013) reasoning on consumer betting. The results show that the Interrail concept is based on six steps which is 1, freedom. 2, flexibility. 3, value. 4, connection. 5, comfort. 6, support. Interrail offers an adventure element but also at the same time a safety element. The traveler knows that they have their ticket, they know where it is valid and for how long. If the traveler's intention is to travel around several countries, Global Pass is the best option. On the other hand, if the traveler only wants to visit a particular country, One Country Pass is the best option. Train tourism gives students the chance to experience different landscapes and villages, something that air travel does not provide the opportunity for. In addition, train tourism gives students an option to leave everyday life aside and have more freedom. Trains as a travel option give students the chance to experience Europe in a new way. By visiting several different cities, cultures and enjoying different landscapes, train tourism creates an educational experience for young people to reflect on their life.
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