Abstract. This paper explores the role of digital and phygital technologies in enhancing architectural heritage education through two didactic workshops conducted in Sharjah (UAE) and Cluj-Napoca (Romania). Aimed at bridging the gap between theoretical heritage studies and applied digital practice, the workshops engaged architecture students in 3D photogrammetry, modeling, VR/AR applications, and 3D printing. The study investigates how immersive and tactile tools -particularly phygital approaches that combine physical and digital experiences- support skill acquisition, spatial interpretation, and collaborative learning. Through a mixed-methods evaluation, including surveys and observational data, the research examines the influence of regional, educational, and cultural factors on learner engagement and tool preferences. Results reveal differing emphases: immersive visualization dominated in Sharjah, while hands-on documentation and model precision prevailed in Cluj-Napoca. The findings contribute to the development of context-sensitive pedagogical strategies for digital heritage, offering a comparative framework for integrating technological training with heritage awareness in architectural education.
Nofal et al. (Thu,) studied this question.