Introduction This randomized control trial (RCT) evaluated an afterschool program with 24 weeks of hands-on science, technology, engineering and math (STEM) activities that were developed and delivered by museum educators at sites where the majority of students experienced poverty. The program also encouraged parent involvement in STEM-related activities. Methods We contrasted two treatment approaches to understand conditions that best support informal STEM learning during the elementary school period of kindergarten to Grade 5 (K-5). Specifically, this included a 60-min weekly “Basic” program, as well as an enhanced “Stories” version with an additional 15-min read-aloud featuring women and girls doing STEM activities. We randomized 36 afterschool sites with 541 children to determine the benefits of the basic afterschool program and the added benefits of the stories on STEM attitudes, aspects of science achievement, and other outcomes. Results There were improvements or interaction effects in three of the five measured child outcomes: STEM value, career aspirations, and perceived math abilities. The most notable finding was that children’s STEM value increased significantly in the Basic treatment (effect size, g = 0.25, p = 0.027) and trended positively in the Stories condition ( g = 0.18, p = 0.66), relative to the control group. Parent involvement in STEM also showed some changes. Discussion These findings underscore the potential for informal, hands-on experiences to positively influence children’s STEM-related attitudes. However, findings also suggest that interventions may need to be more intensive or sustained across the late elementary grades to achieve more substantial impact.

Abstract This study explores the integration of a mobile augmented reality (AR) application, Toy Box AR , into museum education, aiming to enhance children’s engagement with tangible and intangible cultural heritage. While AR technologies are increasingly utilized in museum contexts, there is a limited number of curriculum-based AR applications designed specifically for children. This research addresses that gap by developing and implementing Toy Box AR , an interactive mobile application based on the traditional toy collection of the Ankara Toy Museum. The study was conducted with 60 students aged 10–12 as part of the 4th-grade Social Studies curriculum, specifically within the “Culture and Heritage” unit. A three-phase museum education program was designed: pre-visit, on-site, and post-visit. During the pre-visit stage, students were introduced to the concept of museums and traditional toys through exploratory activities. The museum visit involved hands-on activities, a guided tour, and engagement with the Toy Box AR application. The post-visit phase included reflection and evaluation tasks. Data were collected through pre- and post-visit evaluation forms and an AR application evaluation form, all developed by the researchers. The qualitative findings revealed that students developed a deeper understanding of traditional toys, their materials, and their historical context. Additionally, they reported high levels of enjoyment and motivation, and many indicated that the application encouraged creative thinking by showing them how to design their own toys using simple materials. The results suggest that mobile AR technologies, when thoughtfully integrated with museum collections and formal curricula, have the potential to substantially enrich student learning outcomes. The study presents a child-centered, curriculum-aligned museum education model that promotes interactive, inclusive, and sustainable engagement with cultural heritage. This research contributes to both the museum education field and the design of educational technologies by demonstrating how digital tools can support meaningful and autonomous learning for younger audiences.

Contemporary times bring with them constant changes in various contexts of education, not only changing educational programs in the public education system, but also in the spaces of cultural institutions. Today, special attention is drawn to the numerous newly established museums and places commemorating the past in Poland. The culture of remembrance in Poland after 1989 has been developing in the context of intensive cultural changes not only on the European continent, but also around the world. Education is being developed today in cultural institutions, which – due to the development of new technologies and the rapid movement of information – are opening up to social education not only at the location of their actual activity, but also in virtual spaces. A special place for shaping the culture of remembrance pedagogy among cultural institutions is occupied by the museum. The concept of patriotism and the culture of remembrance is analyzed in the context of education. Problematizing education aimed not only at children and youth, the term pedagogy of remembrance culture is proposed. The category of pedagogy of remembrance culture defines the area of research and pedagogical activities, shaping attitudes, acquiring knowledge, organizing educational situations and processes. The pedagogy of remembrance culture includes in its research the impact of creative encounters with the culture of remembrance in museum spaces.

Introduction: The Pedagogical Museum of Castelló, located at Jaume I University, is dedicated to preserving the educational heritage of the region by restoring and exhibiting objects linked to the history of education. It also serves as a center for training, research, and pedagogical innovation. In this context, this study proposes the creation of a didactic laboratory that will give a second life to the materials housed in the museum. Methodology: Participatory Action Research methodology was used, allowing for the collection of knowledge from various stakeholders to design an action plan based on their experiences and needs. Eleven people participated, including active and retired teachers, students of Early Childhood Education and the Master's program in Psychopedagogy, as well as university administrative and service staff. Results: The findings reflect a shared vision of the laboratory as a space for exploration and active research, transcending mere exhibition to become a living tool for knowledge construction. Discussion: Michel Foucault's concept of "archive" served as a theoretical basis for understanding how educational heritage can generate new forms of knowledge. Conclusions: The project promotes a reinterpretation of the museum's historical materials, proposing a laboratory where educational memory is transformed into pedagogical innovation.

This article examines the establishment and development of museums under the auspices of the Imperial Russian Geographical Society (IRGS) in Siberia and the Far East. It explores the institutional preconditions and historical foundations for the creation of these museums, along with data reflecting the growth of their collections and their public reception. Special attention is given to the contributions of the Siberian (East Siberian) Branch of the IRGS in advancing museum development in the region. The primary methods of collection-building are identified, as well as the efforts of Society members to catalog and systematize museum holdings. The role of these museums in public education and knowledge dissemination is assessed. Notably, the Siberian Branch and its museum laid the groundwork for a broader network of museums in Omsk, Khabarovsk, Chita, Troitskosavsk-Kyakhta, Krasnoyarsk, and other Siberian and Far Eastern cities. The article pays particular attention to the logistical and financial challenges faced by these institutions. Findings suggest that IRGS branches and sub-branches had uneven income levels, which directly influenced their developmental trajectories. Despite budgetary constraints in some cases, affiliation with the IRGS provided structural support, facilitating the expansion of collections, improvements in cataloging practices, and increased public engagement.

ABSTRACT Design-based research (DBR) is a useful approach for answering research and evaluation questions on both ends of the theoretical-to-applied spectrum because it combines the study of educational program context and iterative development with program design and impact assessment. We present a case study illustrating how an internal evaluation team applied four principles of DBR (researcher-educator partnerships, iterative design processes, mixed methods data, and big research questions1) to the design, evaluation, and research of a zoo and aquarium youth development initiative. This process promoted high-quality program development, evaluation, and interdepartmental collaboration, while contributing to broader knowledge of museum education and adolescent development. Finally, we discuss how museums and other cultural institutions are already well-positioned to embed DBR practices in their programming and evaluation, and lessons from this case study that can be applied to other institutions looking to embed DBR practices in their programming, evaluation, and research practices.

ABSTRACT Over the past several decades, the field of visitor studies has become a well-established community of professionals conducting research and evaluation in museums and informal learning institutions. However, in the process of establishing itself as a profession and defining guidelines for what it means to do visitor studies, the field has struggled with gatekeeping–creating barriers around who can practice research and evaluation. The Visitor Studies Association has been rethinking its existing Evaluator Competencies framework both to better define the skills, knowledge, mindsets, and dispositions needed in visitor studies practice today, but also to enhance access and entry into visitor studies practice for a variety of museum professionals, including museum educators.

ABSTRACT Many museums are increasingly adopting a social museology framework, positioning participation as a key educational strategy to strengthen ties with local communities. This paper examines participatory practices in art museums through the case study of Community 360°, a program developed by the Museu Nacional d’Art de Catalunya (MNAC) in Spain. From a site-specific perspective, the initiative serves as both an educational project and an evaluation tool for building relationships and alliances with the museum’s local stakeholders. Using a qualitative approach, the study analyzes the discourses and perceptions of those involved, assessing the museum’s role and relevance within its surrounding communities. Ultimately, the research demonstrates the potential of participatory museum education to transform museums into spaces of social care and offers insights into more community-oriented, collaborative, and sustainable models of museum practice.

ABSTRACT As educational digitalization increasingly contributes to a functionalist and competitive reframing of education (Giroux, 2011; Komljenovic & Williamson, 2023; Peters & Jandrić, 2018), in this article I address this tendency discursively, holding attention to the appreciation of discourses as productive of social realities. First, building on literature and through CDA I disentangle the values and imperatives which animate the contemporary prescriptive discourse of digital education, focusing on how digital learners and learning are discursively shaped through the mobilisation of digital technologies’ material affordances. Second, with this analysis as a background and acknowledging the contested nature of any field of discursive production, I carry on an exercise of affirmative critique. I tap into art and museum education as potential discursive repertoires to reimagine how we think about, and therefore enact, digital education. To do that, I present two case studies as empirical entry points into such discussion, reflecting on how they unsettle some premises and assumptions regarding digital learners and learning.

In recent years, the number of museums in China has shown a rising trend, but fewer colleges and universities have developed and utilised museums and integrated them into their art courses. Contemporary digital technology has emerged as an essential and vital instrument in art instruction. Adding digital technology to the curriculum can help students understand works of art better, learn more about how artists work, and use virtual reality to fully engage themselves in the stories and histories of museum collections. Simultaneously, virtual museums provide essential resources for promoting cultural and artistic advancement. These priceless assets become accessible to individuals from all over the world and also allow them to share their cultural legacy that transcends time and location. Consequently, in contemporary society, digital technologies and virtual museums have emerged as pivotal platforms for promoting cultural exchange and advancing artistic endeavors. The purpose of this study is to explore how to expand the teaching space and promote the upgrading of educational technology in colleges and universities by enriching the course content of virtual museums and developing and utilizing museum resources. This study focuses on the need for the integration of art curriculum and digital museums in higher education and explores the potential application of virtual museums in higher art teaching. Based on background research and a review of existing literature, this paper examines the limitations of virtual museum education, examines the practical implementation of virtual museums in Chinese higher education institutions, examines how these virtual museums are integrated with virtual museum courses through specific cases, and concludes by summarizing the need for virtual museum integration in higher education art education. The article also compares and analyses the differences between traditional and digital museums with case studies. This study aims to explore how to expand the teaching space and promote the upgrading of educational technology in colleges and universities by enriching the course content of virtual museums and developing and utilising museum resources.

This study examines how the implementation of visitor management influences visitor satisfaction at the Museum Geologi in Bandung, Indonesia. Although visitor management has been widely discussed in the tourism literature, empirical evidence from educational museums in developing countries remains limited. A quantitative descriptive design was employed using a structured questionnaire distributed to 125 visitors. Visitor management was measured through four dimensions—access management, placement of facilities and interpretation, regulation of support facilities, and time and space distribution—while visitor satisfaction was assessed using expectation conformity, revisit intention, and willingness to recommend. Data were analyzed using simple linear regression. The findings reveal that both visitor management and visitor satisfaction are rated highly. Visitor management has a significant and positive influence on visitor satisfaction (R² = 0.666; t = 15.418; p < 0.001). These results emphasize that well-planned visitor management enhances visitor experience and satisfaction, particularly through efficient access systems and clear spatial guidance. The study contributes to the growing discourse on sustainable and inclusive visitor management practices in public educational attractions. Managerially, the findings suggest that museums should adopt integrated digital systems and inclusive accessibility design to improve visitor satisfaction and ensure long-term sustainability.

Abstract. This study explores the integration of modern visualization technologies, specifically virtual reality (VR) and augmented reality (AR) into the documentation and presentation of cultural heritage, using the Old Town Bridge Tower in Prague as a case study. The project demonstrates a complete digital workflow for creating optimized 3D models suitable for immersive applications, while preserving the historical integrity and detailed features of the original monument. A combination of laser scanning and photogrammetry was used to capture high-resolution geometric and textural data. The resulting dense 3D models were processed through retopology and texture mapping (including normal and ambient occlusion maps) to reduce polygon count and enhance real-time performance without sacrificing visual fidelity. The optimized model was then integrated into Unreal Engine to create an interactive VR experience, complete with an educational virtual museum space inside the tower. Additionally, an augmented reality version was developed for mobile devices, allowing users to explore the digital twin of the structure via a QR code without the need for specialized hardware. This paper highlights the significance of using correct workflows in digitizing cultural heritage assets for immersive technologies, showcasing how accurate modelling, texture preservation, and optimization can lead to accessible, engaging, and realistic virtual representations of historical monuments. The entire project was created at the request of conservationists, investors, and experts in the documentation of historical buildings.

Abstract. The proliferation of hydropower dams has submerged numerous cultural heritage sites, posing significant challenges to their preservation and study due to physical inaccessibility and accelerated deterioration. This paper explores the potential of digital technology in documenting and reconstructing such submerged cultural heritage, specifically focusing on the Daegok-ri Bronze Age site in South Korea. Utilizing GIS-based landscape analysis, 3D visualization, and real-time rendering engines, this paper digitally reconstructs the site's historical landscape and the spatial context of its features.This digital reconstruction clarifies the relationships between dwellings and tombs, providing crucial archaeological insight. These outcomes also facilitate virtual heritage applications for educational programs, museum exhibits, and virtual tourism through VR/AR. Ultimately, this approach demonstrates digital preservation as a sustainable solution to record, protect, and reimagine submerged heritage through immersive virtual environments.

This article explores the potential of virtual educational museums in developing students' historical thinking. In the context of limited access to traditional museums, the advantages of virtual museums, their interactive features, and ways of integration into the educational process are analyzed. The article provides methodological recommendations for the formation of skills in analyzing historical sources, a critical approach to events, and understanding historical processes in a virtual environment.

<p><strong>Context and relevance. </strong>Modern museums increasingly engage in the educational support of children with various developmental disorders; however, systematic collaboration between museums and schools is still at an early stage. In the Rostov Region, there is a noticeable lack of practices aimed at the socio-cultural rehabilitation of children through museum activities. <strong>Objective </strong>To test and implement a supplementary education program designed to promote the socialization and creative habilitation of primary school children with Autism Spectrum Disorder (ASD) and intellectual disabilities through the methods of museum pedagogy. <strong>Hypothesis. </strong>The inclusive educational program “My Native Land” fosters the development and socialization of children with ASD and contributes to improving inclusive educational practices within museum settings. <strong>Methods and materials </strong>The effectiveness of the museum lessons under the “My Native Land” program was assessed through observation of the activities of children with ASD, qualitative analysis and synthesis of the obtained data, questionnaires completed by teachers and parents, and analysis of checklists. An important principle of cooperation between museum and school educators was the principle of integration in pedagogy. <strong>Results. </strong>The program is implemented in a resource classroom for students with ASD at Secondary School No. 1 in Belaya Kalitva and in the Belaya Kalitva Museum of History and Local Lore as part of a regional project on inclusive museum programs for children with ASD in the Rostov Region. The study showed that the children adapted quickly to the museum environment, developed independence and communication skills, learned social norms and rules, and transferred new skills and impressions to the school environment and their artistic activities. <strong>Conclusion</strong>. The “My Native Land” program is an effective tool for the comprehensive development of children with special needs. Disseminating this experience among specialists from different institutions can expand their professional toolkit and create new opportunities for socialization through the enhancement of the cultural and developmental environment.</p>

ABSTRACT This paper presents an ethnographic study of the Phi Ta Khon Festival in Thailand's Isan region, exploring its role in cultural preservation, informal education and intergenerational learning. Fieldwork in Dan Sai with 35 participants—including elders, artisans, youth, organisers and visitors—used observation, interviews and focus groups. The findings show the festival as a living pedagogical space where mask—making, rituals and storytelling pass on cultural knowledge and moral values. Elders mentor youth, teaching technical skills and spiritual meanings, sustaining heritage while engaging global audiences. The study contributes to the anthropology of education by demonstrating how community rituals foster lifelong learning, strengthen cultural identity and provide models for museum education and heritage programming. Phi Ta Khon illustrates how festivals function as tools for education, cultural sustainability and cross—cultural understanding.

ABSTRACT Virtual museums are a type of out-of-school learning environments standing out with their ease of access as well as their benefits for learning. Although they are relatively limited initiatives, these environments, which appeal to multiple learning areas thanks to the richness of the content offered, can also be utilised in science education. The aim of this study is to examine the effects of the science education process supported by virtual museums on students’ attitudes towards science courses and their motivation for learning science. In total 61 5th grade students participated in the study. While virtual museum activities developed by the researchers were implemented in the experimental group, the flow in the textbook was followed in the control group. The quantitative data of the study were collected with attitude and motivation scales, and the qualitative data were collected through semi-structured interviews. At the end of the practices, a significant increase was observed in the students’ attitudes towards science courses and their motivation for learning science. The students also stated that the courses were more fun, their interest increased, and they learned better. It is believed that the study may encourage the increased use of virtual museum practices in science courses.

ABSTRACT This study investigated students' objectives, preferences, and hurdles using online historic clothing collection databases and compared them to the institutional capacities of three United States university using a transformative mixed methods study design involving the collection of quantitative and qualitative data from 89 student users. Results showed students preferred high-quality images and robust information. However, the university collections had limited levels of budget, staffing, and digital capacities and, overall, were not well-prepared to digitise more of their holdings and make them searchable online. Active learning and object-based learning activities could help develop digital content utilising student work on research, photography, and data entry. However, to meet learning objectives the web and search design infrastructure must already be well-developed. Otherwise, the curricular focus shifts too much from fashion history and museum education to web development.

ABSTRACT This paper explores museum educator practice in relation to the exploration of socio-ecological issues through a museum facilitated youth panel. Using data from ethnographic program observations, pre- and post- program interviews with two educators who co-led the panel, the paper adopts a poststructural analysis in order to interpret the educators’ plans for the program, alongside their reflections on enacting it. The analysis highlights the multiple discourses that are implicated in the educators’ work, which both align with and challenge institutional status quo in relation to youth and their engagement with socio-ecological issues. As such, this paper raises important questions as to how museum-based, and non-formal education more widely, might best support transformation towards sustainable futures.

ABSTRACT This paper traces an ongoing research project exploring the intersection between decolonising in museums and the modern board game industry, focusing on the iterative methodology employed. It begins by contextualising the board game industry and its (largely uncritical) use of colonial settings and themes, and the origin of public museums in Britain as places that fostered imperial nationhood. I describe how my professional experience in museum education and personal interest in board games led to the development of a participatory action research methodology involving me joining participants in playing selected board games in museum settings. The research argues that by this particular methodology, playing the selected games can contribute to knowledge construction around colonial histories and legacies, and crucially, these games can act as a tool to facilitate meaningful discussions around these histories and legacies, including museum practice, past and present. The reflexive and iterative nature of the research is discussed using an auto-ethnographic approach, including the unexpected value of the play experience for museum professionals pursuing decolonising work. Finally, I propose a wider role for play than currently employed in museum environments, including opportunities for adults to play, and through this play, engage in critical conversations about complex topics.