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Heritage education is currently a consolidated discipline, which advocate for a holistic vision of heritage. In this sense, this research aims to study the heritage conceptions, perceptions and learning context amongst primary and secondary students, comprehensively and fully.

This research focuses in Andorra, a country in the Pyrenees, where there are three different education systems. This allowed the study to obtain a sample of 1,235 primary and secondary students, throughout a structured questionnaire that was previously designed and validated ad hoc.

In general terms, the results show that around half of the students have a holistic view of heritage; however, natural and historical elements are highlighted as the ones they learn from the most, especially through visits in situ. Moreover, the students’ perceptions of heritage show that over a 90% of students believe it is important to safeguard because it is connected to nature and culture preservation.

This research is included in a greater scope project that also considers other agents in the education community that belong to formal and non-formal spheres. In addition, it is the first investigation where the field of heritage education is studied globally in an entire country, considering primary and secondary education students.

This paper evaluates the content of Iranian primary school textbooks – as the fundamental educational tool in transmitting of key components – to highlight to what extent the content pursues the philosophy of heritage education. Heritage preservation, known to be fostering of the sustainable development, is successfully achieved through the education of young people. The philosophy of heritage education is to cultivate the sense of responsibility toward heritage preservation through the approaches of education through heritage, about heritage and for heritage in which students obtain knowledge, understand the value and develop their attitudes.

This study applies the content analysis approach to evaluate the subject textbooks of the Iranian primary school curriculum. The content analysis was conducted for 51 textbooks across nine subjects and the teacher guidebooks for the art and physical education subjects. Historic country of Iran with a rich local and world cultural and natural heritage is significant context for this study.

The findings show that, however, heritage elements are applied for conveying the content of some subjects, there is the lack of clarifying of the concept and importance of heritage and cultivating the sense of responsibility toward its preservation.

The results contribute significantly in the heritage education literature as well as improving heritage education in Iran by highlighting the key points which should be considered to design heritage education programs.

This paper studies the role of heritage walks and tours in promoting inclusive education. It assesses if these walks are an effective method of exhibiting culture and facilitating inclusive heritage learning. The purpose of this paper is to attempt to establish that walks can play an imperative role in creating greater sensitivity towards heritage and conservation.

The study uses a case study approach using mixed methods. Participants for qualitative interviews were chosen using purposive sampling and six interview schedules were sent to walk leaders. Walk participant data were collected through participant observation and standardised survey with randomly selected participants of the case walks. Surveys were sent to participants electronically.

Heritage walks play a crucial role in not only imparting knowledge about history and heritage but also as a tool for learning other crucial skills, competencies, values, attitudes, etc. This paper attempts to highlight that walks are an effective and inclusive way to shed light on the alternative and forgotten stories. As an educational tool these walks can not only encourage the development of historical knowledge and appreciation but also assist in the development of competency to “de-construct” mainstream “grand narratives”, questioning and learning about the forgotten.

This paper has limited itself to the study of select cases in New Delhi. Since the study has followed a case study design, it does not produce a largely generalizable result, but rather examines and understands the dynamics of particular walks and produces insights that may well be applicable in other contexts. Whilst this paper makes an attempt to understand the changes in perception and attitudes, it does not study behavioural changes.

In the long run, walks allow for meaningful citizen engagement with tangible heritage such as monuments as well as intangible heritage such as practices and festivals. This allows for appreciation for the value of heritage resources and leads to a demand for better conservation and preservation from the authorities. In a few cases, local citizens themselves lead heritage management and development activities in a bid to promote their local culture. This paper has shown that heritage walks can be helpful tools in giving “forgotten” voices and stories recognition in contemporary society.

As heritage walks have recently gained popularity, there has been very limited research in the field especially linking heritage walks to heritage education. This is especially true for India. Even a city like New Delhi, which boasts of a robust heritage and is one of the tourism hubs of the country, heritage walks have been a very recent phenomenon. This research aims to address this lacuna in academic research and contribute meaningfully to the field of heritage education and conservation by studying how heritage walks support and promote inclusive heritage education.

This paper serves as a pilot study for the education of cultural landscape heritage conservation (CLHC) and review the preparedness of landscape architecture curricula in the Philippines for the CLHC specialization. It proposes the utilization of the “Geodesign” framework in formulating a developmental process and validation of the interrelationship and collaborative activity created by the thematic areas towards landscape heritage education and professionalization. The goal of the study is to create new possibilities for the profession through the study and professionalization of cultural landscapes, thus, raising awareness and significance of cultural heritage and heritage conservation in the lenses of the Philippine landscapes.

The research opted for literature reviews, comprehensive desktop reviews of the landscape architecture syllabi of higher education institutions (HEIs) and SWOT and PESTEL analyses as qualitative assessments, including stakeholder feedback discussions with the current four (4) HEIs, Philippine Association of Landscape Architects (PALA), Technical Committee for Landscape Architecture, Commission on Higher Education (TCLA CHED), Professional Regulation Commission–Board of Landscape Architecture (PRC–BOLA) and the ICOMOS IFLA International Scientific Committee on Cultural Landscapes, National Philippine Committee (Philippine NSCCL). The data were complemented by a quantitative assessment using Leopold and Lohani and Thann assessment matrix on importance (without considering magnitude), and for this study, it is the level of preparedness and integration.

The paper brings forth to the conclusion that the landscape architecture curricula at the bachelor's degree level of the University of the Philippines – Diliman (UP – Diliman) in Quezon City and University of San Carlos (USC) in Cebu are prepared to integrate and/or consider updating their respective curriculum in accordance to the CLHC specialization. The curricula of Bulacan State University (BulSU) in Malolos, Bulacan, and the University of San Agustin (USA) in Iloilo may need to consider introducing courses related to the thematic areas to be able to create an area of basis for integration.

The study is initiated as part of the International Council on Monuments and Sites (ICOMOS) Philippines Internship programme during a master degree study wherein the research is bounded within the limit of its duration. Therefore, the study was able to only identify and chose the possible thematic areas and course concentrations for the specialization of CLHC; select, review and propose courses related to CLHC; screen courses from the landscape architecture curricula of the universities based on its course title, course information (if provided) and cross–checked with Government syllabi; and allocation of units and time per identified course as well as required prerequisite from thematic areas was not covered in this study.

The paper can be used as a tool to engage discussions with the PRC–BOLA in its development of the specialization of CLHC currently being planned. Study topics and themes identified can be the starting point of training programmes that can benefit students of the current four universities in the study and landscape architecture professionals alike. This will eventually translate to benefits to society as heritage conservation methodologies are developed by practitioners who can apply such knowledge to places of cultural and natural significance and develop learnings to concrete heritage laws and policies protecting landscapes.

This paper serves as a pilot study for the education and professionalization of CLHC in the Philippines. Significantly, the development of CLHC specialization in the Philippines shall open various opportunities in developing Philippine cultural landscape heritage conservationists trained at the local context.

The purpose of this paper is to investigate educational functions of the World Heritage Site by examining the case of cultural tourism in a Japanese Buddhist temple.

Japan accepted the World Heritage Convention in 1992. “Historic Monuments of Ancient Nara” were decided to be listed on the World Cultural Heritage in 1998. It was composed of buildings, monuments and related cultural landscape, including five Buddhist temples and one Shinto shrine. Among them, the Gango-ji, focused in this paper, is one of the oldest Buddhist temples in Japan.

It has been keeping many cultural properties related to the folk religious practice and providing many activities for the local community. The material culture of folk-belief is now preserved in a building in the temple yard. And there is an exhibition room. The main hall and the exhibition room are the important facilities for social education, where the visitors can watch and touch the real materials. According to the staffs of the temple, the tourists had better stay in the main hall after 1 h study at the exhibition room.

Heritage is a process of the contemporary people engaging in the usage of past as resources. The buildings as the tangible heritage used by the present community are combined with the actions as the intangible heritage of the people who preserve the heritage. The temporal tourists are also permitted to enjoy the process as participants. They can learn many things through their experiences at the heritage site.

The contribution explores the methodology, strategies and activities of inter-institutional partnership among university, school, territory initiated by the Degree Courses in Primary Education Sciences of the University of L’Aquila. It illustrates the experiences of an active partnership undertaken at the five-year, single-cycle Degree Course after the reform introduced in Italy by the law 249 of September 2010 aimed at encouraging local development in a national and international perspective (Bologna Process, 1999). These activities focus on the need to strengthen the cultural and professional profile of future teachers through curricular and extracurricular activities involving the use of cultural heritage goods, tangible and intangible, of the territory. The aim is to renew methodological approaches to ‘science teaching’ through the use of appropriate technologies that make it possible to realize the process of teaching-learning adequate to provide the multi-lettered of the XXI Century with sets of skills and knowledge more and more updated. The contribution focuses, in particular, on the project titled ‘Museum in … click! – Cognitive processes and new technologies applied to archaeological heritage in museums for cultural fruition qualitatively appreciable’. This project involved University, Superintendence of Archaeological Heritage (SAH) of Abruzzo and local schools in a partnership where teachers and students from schools of the territory were busy in direct training to build educational proposals and multimedia products for their peers to improve the quality of use of cultural goods involved. The project, funded by the Ministry of Cultural Heritage and Activities and Tourism – Ministero dei Beni e delle Attività Culturali e del Turismo (MIBACT), provides a good example of practices within a partnership model that feeds a teaching system where the different skills of the stakeholders interact inside a common cultural area pursuing the same goals.

As one of the nearest and most important groups of resource guardians, local teenagers are an important force for current and especially future world heritage protection. Nurturing their awareness of world heritage protection is an important way to achieve the sustainable development of world heritage sites (WHS). The purpose of this paper is to present a case study of local teenagers of Tai’an city in China with the aim of examining how they have developed consciousness of their role as “world heritage guardians.”

Semi-structured interviews are used to examine the awareness of 15 local teenagers on world heritage protection. The interview results are then qualitatively analyzed by using a systematic coding process.

The analysis shows that the formation of the guardianship role is realized through three dimensions: recognition, emotion, and action, which are subjected to role awakening, role identifying, and role strengthening stage by stage. The personal experiences of the interviewees, as well as the impact from surrounding groups both serve to influence the formation of their role as “world heritage guardians.”

The framework constructed in this study on the development of teenagers’ role consciousness cannot only apply to world heritage and environmental contexts in terms of awareness of the need for conservation, but be used toward behavioral studies of other age groups.

The findings can be used as a practical guide for school teachers, government officials, and heritage managers to better carry out educational programs in terms of heritage tourism and sustainable development of WHS for teenagers.

The teenagers’ population is underrepresented in the literature in terms of community involvement with world heritage. This study is meaningful because the focus is on improving local teenagers’ awareness of the value and importance of world heritage and their preservation.

This paper aims to explore a theoretical and methodological approach to preservation management in libraries, relying on the basic presumption that preservation is a complex and comprehensive process that involves many different and seemingly diverse aspects whose efficiency lies in preservation management.

Using a case study of Croatia, the paper describes a methodology for exploring the general preservation management context and presents a preservation management model that comprises five key components.

The paper offers insight into preservation management issues in a specific national context.

Although this paper focuses primarily on written heritage in libraries, it is applicable to other types of heritage and to other types of information institutions.

The theoretical and methodological approach presented in this paper and described in the example of Croatia can be useful for exploring similar issues in other countries. It can be expanded to other types and forms of heritage and heritage institutions.

The paper describes a model of organising preservation activities into an efficient and successful preservation system, and establishes a methodology for exploring diverse preservation issues on national and institutional levels.

The purpose of this paper is to identify, dissect and unravel real-life contextual human capital issues related to George Town’s built heritage from the perspectives of key stakeholders in the heritage arena.

The paper opted for an exploratory study using qualitative techniques like in-depth interviews and focus group discussions to gather insights and to listen to the voices from key stakeholders pertaining to issues related to human capital in built heritage. The data were supplemented and complemented by secondary resources such as technical reports, conservation guidelines, by-laws and case studies from other countries.

The paper provides empirical insights about real-life issues, barriers and challenges pertaining to human capital in George Town’s built heritage. The key findings from this study revealed that the quantity of professionals and builders is still insufficient and their quality of work has room for improvement.

Due to the selected research approach, the research results may lack generalisability. Thus, researchers are encouraged to further test the proposed propositions by enlarging the number of respondents or administering this similar study in another locality/historic city (i.e. Malacca ‒ George Town’s twin historic city).

The paper provides practical implications for the development of the right quantity and quality of human capital for George Town’s built heritage. The findings from this study are also useful for urban managers, policymakers and conservation practitioners.

This paper fulfils an identified need to examine the real-life issues of human capital in built heritage for George Town.