Comparison of cultural heritage knowledge in European education faculties for bridging engaged learning and intergenerational dialogue.

Abstract

This paper presents some results of questionnaires given to Education Degree students related to the Cultural Heritage (CH) categories offered by UNESCO. This International Institution broadens CH topic horizons, implementing new items in categories such as Intangible (music, dancing, traditional folklore) and Tangible (buildings, art crafts) heritage. This study explores general knowledge assessment based in current European educative curricula (Bologna, 1999), and focuses on new understandings that are likely to be considered in future teacher training and general learning approaches. Moreover, it would suggest first advances by comparing whether cultural heritage is a common identity topic among European citizens. The data were obtained through 649 digital questionnaires which were delivered during 3 consecutive academic curses from 2020-21; 2021-22; until 2022-23; at 3 different universities in Europe: 2 in Spain, and 1 in Belgium. In parallel, oral transmissions it is also studied using interviews (112) during 2021-22; 2022-23 courses, with the proposal of creating an inter-generational dialogue which appears to foster culture transmission and cultural diversity. The methodology used for questionnaires was the quantitative Likert scale, and the qualitative open answer to provide a wider range of outcomes. Apparently, new elements would have a chance at intangible cultural heritage recognition, which would include local traditions such as religious rituals, local performances, gastronomy, and songs, among others.