The Status of Didactic Models for Heritage Education

A Systematic Review

Bibliographic Data

ID16966769
AuthorsYenifer Karina Valencia Arnica (0009-0000-5433-8486), Jackeline Lorena Ccasani Rodriguez (0000-0003-2712-3791), Fabian Hugo Rucano Paucar (0000-0002-9927-0988), Fabiola Talavera-Mendoza (0000-0002-0008-5206)
Year2023
Volume6
Issue12
Pages7611-7623
Publication date2023-12-08
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueHeritage (JOURNAL)
Journal identifiersISSN: 2571-9408 • E-ISSN: 2571-9408
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/heritage6120400
LanguageEN
Citations received5
References cited32

Heritage education is very important because it implies a holistic and transdisciplinary approach, where teachers must use resources and educational proposals that promote the conservation, appreciation, and care of heritage. The objective of this study is to analyze heritage education from a global perspective to identify didactic models, areas of educational action, categories, and typologies used in teaching and learning processes. A systematic review of the literature is proposed using the PRISMA methodology in three multidisciplinary databases by carrying out an exhaustive search with inclusion and exclusion criteria. The results highlight that teachers develop learning experiences focused on didactic models with pedagogical intervention in the classroom with formal action, focusing mainly on intangible heritage related to festive acts and rituals; so, they only achieve identity levels and do not reach the heritage levels necessary to create a legacy and promote the appreciation of cultural heritage. The use of digital educational strategies and resources is required to integrate real and simulated spaces with new educational and didactic approaches using virtual technologies. Consequently, this study implies that teachers need to develop digital skills to achieve more effective and meaningful heritage education

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