Heritage Education Research Articles

THE PLACE REPUBLIC OF THE BOARD OF EDUCATION IN NATIONAL EDUCATION POLICY OF HAYDER ALIYEV

In the educational history of the independent Republic of Azerbaijan, the Republican Education Council occupies an important place with its history of creation, content, and rich heritage. In this article, the Republican Education Council, which has held an important position in the process of educational construction of our independent state for many years, is considered as the educational heritage of Heydar Aliyev, and the study of its place in the construction of national education is discussed.

La centralidad de los abordajes educativos en los trabajos colaborativos de la arqueología con comunidades tradicionales en la Amazonía brasileña (2017-2022)

This article explores the significance of educational approaches in collaborative archaeology projects with traditional communities in the Brazilian Amazon. From 2017 to 2022, we worked with riverside populations in Sustainable Use Conservation Units along the mid-Solimões River in Amazonas. Through this collaboration, we identified a local system of mutual aid among families, which relates to the communities’ pursuit of autonomy since the 1980s. The research was conducted through a technical-scientific cooperation agreement between the Museum of Archaeology and Ethnology at the University of São Paulo (MAE-USP) and the Mamirauá Institute for Sustainable Development (IDSM), with financial support from the Gordon and Betty Moore Foundation from 2017 to 2019. All work was approved by the IDSM Ethics and Research Committee. Our goal was to engage schools, teachers, and students with archaeology by developing educational activities. We used heritage education methodologies and active listening techniques, informed by archaeological ethnography and oral history, to incorporate local knowledge into our research. The study involved collaboration with community leaders, artisans, teachers, and elders. This context calls for collaborative archaeological practices that seek mutual benefits and deepen the understanding of material culture and historical timelines. Educational initiatives play a crucial role in scientific work, fostering balanced exchanges between archaeological and community perspectives, additionally contributing to the production of more differences based on the notion of kinship.

‘But there’s no history here!’: children, heritage education, and the BBC Broadcasts for Schools, 1924–45

Abstract The BBC offered broadcasts for schools almost from its inception; a significant strand of this programming focussed on teaching children about the material remains of the past in their own localities. Employing an impressive roster of historians, writers, and educationalists, the BBC experimented with innovative formats to engage children with what we would now call ‘heritage’. In Scotland first, then England and Wales, programmes aimed to construct national identities on the basis of children’s aural encounters with specific historical sites and artefacts. Young listeners were encouraged to become ‘heritage makers’ themselves, investigating their historical environments, collecting local stories, archiving objects, writing guidebooks. While at first, these programmes seem largely concerned with the preservation of historic sites from the encroachment of modernity, gradually the localized remains of the past were used more explicitly as a means of moulding citizenship in the nation’s youth. The Second World War gave this nation-building programming a new urgency, while post-War broadcasts challenged children to use their historical environments as a basis for building better places for the future. Analysing broadcasts from the 1920s to the 1940s, this article shows how this local history, ‘Rural Environment’ and ‘Regional Survey’ school’s programming constitutes an overlooked chapter in the history of the BBC’s attempts to reach and influence new audiences. It argues that these broadcasts pioneered new ways of deploying place-based history to fashion future citizens, anticipating the educative function that has now become an expected part of the heritage provision.

History and heritage in distance education

Originally published in 2012, distance education’s history is a tremendous resource for all involved in distance education. Some aspects of that history provide enduring touchstones for present distance educators, creating a heritage that should not be overlooked as distance education continues to develop and expand. In this article we draw on the concept of generational frameworks to focus on particular developments that have shaped and continue to shape distance education. From those developments we identify and discuss seven elements that serve as the core features of the heritage that underpins our distance education practice. We challenge current distance educators to identify their own heritage elements and build on them as they contribute to the future of the discipline.

Cultural Heritage Education in the Digital Age -Design and Implementation of a Metaverse-Based Educational Program-

Cultural Heritage Education in the Digital Age -Design and Implementation of a Metaverse-Based Educational Program-

PEMANFAATAN KOMODITI LOKAL DALAM PENDAMPINGAN WIRAUSAHA MELALUI PELATIHAN DEVIL PANCAKE DI SMK NEGERI 2 SINGARAJA

In the era of globalization and intense market competition, entrepreneurship is crucial for improving economic quality. One accessible form of entrepreneurship is through micro, small, and medium enterprises (MSMEs). Entrepreneurship allows communities to enhance their welfare and economic potential, regardless of age, offering vocational high school students the chance to become young entrepreneurs. Entrepreneurial mentoring for vocational high school students prepares them to innovate and develop strong entrepreneurial traits. This program, conducted in Buleleng Regency, Bali, known for its educational heritage, focuses on culinary entrepreneurship training, particularly in pastry making. Initiated by the Student Association of the D3 Hospitality Program at the International Tourism and Business Institute, the training includes practical food production using local commodities. One notable training involves making Devil Pancake, a simple yet innovative pastry. Participated by Culinary students from SMKN 2 Singaraja, using demonstration and duplication methods to enhance practical skills. Students observed instructors and then practiced independently, significantly improving their understanding and skills. The program yielded positive results, boosting students' confidence and practical experience. Using local ingredients and simple processes reassured students that starting a business is feasible. This program successfully motivated SMKN 2 Singaraja students to pursue entrepreneurship.

Considerations about Heritage Education in publications indexed in BRAPCI

The production of scientific articles and events on Heritage Education indexed in the Reference Database of Journal Articles in Information Science was mapped. We sought to identify the stage of development of academic production; investigate who the researchers are, what are the preferred scientific communication channels and the areas where the topic approaches the world of Information Science. The research is quantitative-qualitative and exploratory in nature, using the methodology of metric information studies based on text analysis, covering the entire period of coverage of the base from 1972 to 2022. The research corpus consists of 32 publications. As a general result, it is clear that Archival Science and Librarianship are the disciplines that are most closely related to the topic respectively. It is concluded that scientific production on Heritage Education in Information Science is still embryonic, demanding discussions, studies and reflections compared to the potential of the areas involved.

The Effectiveness of Historical and Cultural Heritage in Relation to Technological Innovation

This study investigates the effectiveness and technological innovation in historical and cultural heritage education across several Chinese universities, focusing on Yulin College, Shaanxi Normal University, Yan’an University, Weinan Normal University, and Shenmu Vocational and Technical Education Center. Utilizing a purposive sampling technique, the research involves 250 students who have taken history classes in these institutions. Data collection is conducted through a self-made questionnaire informed by extensive literature reviews. Employing a non-experimental quantitative design, this descriptive comparative correlational research examines the relationship between educational effectiveness and technological innovation. The study aims to provide a detailed depiction of the association between these variables within their natural educational settings. The findings reveal a diverse student demographic, with 56.1% females and 88.5% aged 16-20 years. Students rated the curriculum's comprehensiveness, engagement, pedagogical techniques, resource accessibility, and cultural value positively. While perceptions of educational effectiveness were consistent across genders, age-related differences highlighted varied experiences and expectations. Technological innovation, including digital resources, interactive platforms, and multimedia integration, received favorable evaluations from students, indicating a positive impact on their learning experience. The study found a strong positive correlation between curriculum comprehensiveness and technological innovation, suggesting that integrating technology enhances educational effectiveness. The study concludes that historical and cultural heritage education in the surveyed universities is effective, with students responding positively to curriculum and technological integration. Recommendations include developing age-inclusive strategies, expanding technological integration, enhancing digital skills, ensuring gender-inclusive education, evolving curricula, improving feedback tools, providing professional development for educators, and conducting ongoing research and evaluation.

RETRACTION NOTICE: Classroom and territory

Retraction note: Selma Castell, S. & Lloría Adanero, R. (2022). Classroom and territory: A study on heritage education. TECHNO REVIEW. International Technology, Science and Society Review Revista Internacional De Tecnología, Ciencia Y Sociedad, 12(3), 1–14. https://doi.org/10.37467/revtechno.v11.4422 The Editorial Office of Eurasia Academic Publishing Group has retracted this article. An investigation carried out by our Research Integrity Department has found a group of articles, among which this one is found, that are not within the thematic scope of the journal. We believe that the editorial process was manipulated and, furthermore, acceptance decisions were made under possibly inappropriate peer review.

Community-driven heritage care: developing an inclusive and sustainable landscape of care for Pionta

This article examines the concept of ‘heritage’ in the context of ‘landscapes of care’, which approaches care as a means of fostering connections between humans and non-humans. Heritage care involves communities actively engaging with and benefiting from cultural heritage in various ways. Establishing a caring landscape for heritage involves empowerment, participation, and collaboration, as demonstrated by two community-driven heritage projects in Pionta’s cultural landscape. The first project aims to create a community that strengthens the emotional bonds between individuals and their cultural legacy by promoting acts of care. The second introduces diverse participatory and art-based methods that cater to the needs of the involved groups and foster a shared sense of care for their heritage. By using heritage education and serious games as empowerment tools, the projects show how collective heritage caring can change the visual, verbal, and mental representations of a marginal heritage landscape from the community’s perspective.

Virtual Reality Applied to Heritage in Higher Education—Validation of a Questionnaire to Evaluate Usability, Learning, and Emotions

Cultural heritage is one of the areas where Extended Reality is having a significant impact nowadays. Although often associated with entertainment, this technology has enormous educational potential when applied to heritage. Therefore, it is essential to implement monitoring tools in educational practice to assess its actual effectiveness. This article presents the process of generating and validating a statistical data collection instrument developed to evaluate a virtual reality experience created using the archaeological heritage of the ancient Roman city of Augusta Emerita (Mérida, Spain). It can be easily adapted to evaluate similar experiences. The aim is to gauge the effectiveness of these experiences as a didactic resource. The questionnaire was subjected to an evaluation of its three dimensions. Content validity was analyzed through expert judgments, while applicability was tested by students. Finally, a series of statistical tests were conducted to verify construct reliability and internal consistency. Based on the results obtained and cross-referenced with the data provided by the literature, the suitability of this tool for collecting data on usability, learning, and emotions in virtual reality experiences is confirmed.

Enhancing Local Cultural Education: Proposing a School Model Infused with Heritage for Vietnamese High School Students

Heritage education for students is essential for developing an understanding of history, culture, and UNESCO's sustainability goals. In Vietnam, Tra Vinh city stands out for its cultural diversity, showcasing tangible and intangible cultural heritages from the Vietnamese, Chinese, and Khmer ethnic groups, including national treasures and intangible relics. Despite this richness, there exists a research gap in enhancing cultural heritage education in Tra Vinh, limiting the educational utilization of its cultural wealth. This paper introduces a school model integrating heritage education in Tra Vinh city to enhance the local curriculum and support sustainable development. Emphasizing student-centered learning with local heritage materials and experiential learning, the model promotes practical application of heritage knowledge. Through curriculum integration, extracurricular activities, field trips, and scientific research projects incorporating local heritage, the proposed model aims to enrich students' educational experiences and deepen their appreciation for Tra Vinh's cultural heritage. By applying the experiential learning theory and integrating technology, the model seeks to create a dynamic educational environment fostering students' connection to Tra Vinh's cultural legacy and advancing local sustainability efforts.

THE USE OF CULTURAL AND ENVIRONMENTAL HERITAGE IN EDUCATIONAL CONTEXTS BETWEEN SPACES, IDENTITIES, ATTITUDES, AND COGNITIVE WELL-BEING

The paper explores some links between educational research, the use of cultural and environmental heritage and education, where it is possible to combine knowledge, disciplines, and skills to strengthen the cultural profile of the school population, but also to bring about important changes in attitudes and behavior. The world's cultural and environmental heritage, which collects the traces of extraordinary but also tragic events in human history, can act as a unifying force for peaceful coexistence for the whole of humanity, enabling future citizens to participate in democratic debate and make informed choices about the social challenges they face. It therefore contributes not only to the development of knowledge, but also to the ability of children, young people, and adults to understand contemporary problems by placing them in human, social, environmental, historical, and cultural contexts that help them to live. For cultural heritage to contribute to the recovery of knowledge, researchers, teachers, and operators must be able to share a solid research background that allows them to address the various issues relating to the quality of the experiences of use carried out in school contexts, with the aim of improving the learning processes of users. In fact, the cultural and environmental resources of the territory can only be a real methodological resource for improving cognitive well-being and the overall quality of education at all levels if they are seen as useful tools for different types of learning (cognitive, social, etc.) and not as general educational tools. The paper therefore questions the use of cultural and environmental heritage in education and its adequacy with respect to learning conditions, pausing to consider also the role played by attitudes to fruition, highlighting those elements and dimensions that can contribute to redefining the relationship between education, goods, and environment, in the idea of strengthening interpretative repertoires in educational contexts.

Innovation Transformation and Industry-Education Integration: A Study on the Integration Path of Guangxi Zhuang’s Intangible Cultural Heritage and Master of Arts Education in China

This study focuses on the master of arts education in higher education institutions in Guangxi Zhuang Autonomous Region of China, explores the path of integrating Guangxi Zhuang’s intangible cultural heritage with the teaching of master of arts, and puts forward the teaching mode of “thinking guidance-autonomous judgement-program construction.” A theoretical model of innovative transformation of intangible cultural heritage is also summarized. Through the development of this study, it is expected to further enrich the practical teaching mechanism of master of arts education in Chinese universities and form a master of arts teaching model with strong local cultural characteristics. At the same time, the teaching reform based on the integration of Guangxi Zhuang’s intangible cultural heritage and master of arts education also has strong practical significance for promoting the inheritance and innovation of Chinese intangible cultural heritage, promoting the development of cultural and creative industries, and serving the economic and social development of Guangxi.

Digital Game-Based Heritage Education: Analyzing the Potential of Heritage-Based Video Games

Video games have emerged as a promising tool for enhancing engagement with cultural heritage. However, there is limited knowledge about how existing games can effectively fulfill this role. This study compiled and analyzed 100 video games based on cultural heritage by adapting an existing framework that includes 10 game attributes for a comparative statistical analysis of the games’ engagement features. These features include narrative-driven gameplay, information capsules, task-driven learning, ease of play, identity-driven content, open-world exploration, people-centered perspectives, meaningfulness, simulation, and verisimilitude. The analysis revealed that while the majority of games adhered to most of the recommended attributes, features such as task-driven learning, open-world exploration, and simulation were either uncommon or rare. These findings highlight a significant opportunity to develop games that incorporate these underrepresented features, thereby providing more immersive and engaging experiences in heritage education. Furthermore, the study offers a systematic overview of existing games that represent cultural heritage, serving as a valuable resource for developers, designers, and educators in this field.

Application of Intangible Cultural Heritage Art Resources in Art Education of Primary and Secondary Schools

The Intangible Cultural Heritage Law of the People's Republic of China explicitly states that educational institutions shall implement relevant intangible cultural heritage education by the provisions set forth by the competent education department under The State Council. Integrating intangible cultural heritage into art education is a crucial approach to safeguarding and preserving intangible cultural heritage. Schools serve as an optimal platform for inheriting and protecting the abundant intangible cultural heritage, with the compulsory education stage in primary and secondary schools offering unparalleled opportunities. Integrating local intangible cultural heritage into primary and secondary school art education and compiling art textbooks with local characteristics will help form a theoretical framework of curriculum design suitable for this purpose. As a result, they attained significant accomplishments regarding cultural transmission and spiritual heritage. However, there are still some things that could be improved with teaching staff, teaching material content, family and school social environment. It is imperative to conduct further research on optimizing the integration of resources into art education in primary and secondary schools. The investigation into effectively incorporating intangible cultural heritage art resources into art instruction in primary and secondary schools necessitates additional exploration.

Cultivating Cultural Awareness in Early Childhood: The Role of Batik Tulis in Preserving Local Heritage

This study explores the efficacy of batik tulis (written) for introducing and preserving local cultural heritage in early childhood education. Conducted at TK Batik PPBI Yogyakarta, this qualitative research utilized observations, interviews, and documentation to assess how batik-making activities influence cultural awareness among preschoolers. Results reveal that the batik introduction process familiarizes children with this local art form and instills a profound appreciation for cultural traditions. The educational methodology was designed to be age-appropriate and interactive, integrating safety measures and encouraging active participation throughout all stages of learning—from understanding the cultural significance of batik to hands-on crafting. The findings highlight the pivotal role of integrating cultural elements into early education to cultivate a long-lasting appreciation and knowledge of local heritage. This approach not only aids in cultural preservation but also enriches the educational experience, fostering a generation that values and understands its cultural roots. However, the study's limited scope, focused on a single educational setting, suggests the need for further research. Future studies should aim to replicate and validate these findings across various educational contexts to understand better the effectiveness and scalability of integrating cultural education in early childhood settings. These insights advocate for educational reforms recognizing and utilizing local cultural heritage as a fundamental component of comprehensive educational strategies, potentially influencing broader pedagogical practices.

Field Studies in Heritage Education: Assessing Impact on Tourism and Sustainability at Bujang Valley, Kedah, Malaysia

Field Studies in Heritage Education: Assessing Impact on Tourism and Sustainability at Bujang Valley, Kedah, Malaysia

Q-Herilearn: Assessing heritage learning in digital environments. A mixed approach with factor and IRT models.

The assessment of heritage learning in digital environments lacks instruments that measure it with sufficient guarantees of accuracy, validity, and reliability. This study attempts to fill this gap by developing an instrument that has shown solid metric qualities. The process of design and calibration of a scale applied to 1,454 participants between 19 and 63 years of age is presented in this article. Exploratory factor analysis (Exploratory Structural Equation Modeling ESEM) and Item Response Theory models (Graded Response Model GRM) were used. Sufficient evidence of both reliability and validity based on content and internal structure was obtained. Invariance of scores as a function of gender and age of participants has also been demonstrated. The discrimination parameters of the items have been found to be high, and the test information curves have shown that the subscales measure with sufficient precision wide ranges of the respective latent variables. The instrument presents wide possibilities of application to various areas of Heritage Education (e.g., design of programs in HE, definition and planning of teaching objectives, evaluation of programs, etc., in virtual environments).

Social Media Analytics of User Evaluation for Innovative Digital Cultural and Creative Products: Experiences Regarding Dunhuang Cultural Heritage

Social media platforms play an increasingly important role in cultural communication as society develops, attracting promotions and discussions about digital cultural and creative products (CACPs). This research investigates the cultural collaboration between Tencent and Dunhuang Research Academy (Dunhuang Academy) and analyzes user evaluation of integrating cultural heritage education into CACPs. We obtained data through Weibo and compared user evaluations and semantic social network analysis of digital CACPs, including interactive products, games, and music. Results indicated that users were more interested in landscapes, dubbing, and user-generated content (UGC) for interactive products, character versions, posters and skills for games, and singers and songs for concerts. Semantic social network analysis was also used to explore the Dunhuang CACP Circle. Scant studies evaluate the usefulness of integrating cultural heritage into different digital CACPs, especially in Asia. Our suggestions help promoters understand user needs for digital CACPs and better user experience and value.