Effect of Scenario Simulation Method on Aviation Service Ability of Third-Year Students

Background and Aims: The aviation industry requires cabin crew with service competencies beyond technical skills, while traditional lecture-based instruction has limitations in developing such abilities. This study aimed to 1) compare students’ aviation service ability before and after learning through the scenario simulation method; 2) provide instruction with a predetermined criterion of 70%; and 3) assess students’ satisfaction with the scenario simulation method. Methodology: This study employed a quasi-experimental research design using a one-group pretest–posttest approach. The sample consisted of 30 third-year students majoring in Aviation Service at Yunnan College of Foreign Affairs and Foreign Languages, selected by cluster random sampling. The research instruments included lesson plans, an aviation service ability test, a performance assessment rubric, and a student satisfaction questionnaire. Data were analyzed using descriptive statistics, paired-samples t-tests, and one-sample t-tests. Results: The results revealed that 1) after learning through the scenario simulation teaching method, students’ aviation service ability was significantly higher than before the intervention at the .001 level of statistical significance (t29 = 63.77, p = .000); 2) students’ aviation service ability after instruction was significantly higher than determined criterion of 70% at the .001 level of statistical significance (t29 = 23.53, p = .000); and 3) students’ satisfaction with the scenario simulation teaching method was at a very high level (M = 4.58, SD = 0.49). Conclusion: This study demonstrates that the scenario simulation method is an instructional innovation that bridges the gap between academic learning and industry-required aviation service competencies by embedding authentic cabin service scenarios that integrate theory with professional practice.