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The preservation of cultural heritage through education and training has always been a relevant issue and, sure enough, can contribute to the accomplishment of the Sustainable Development Goals of Agenda 2030 (e.g., 4: Quality education, 8: Decent work and economic growth, 11: Sustainable cities and communities). The pandemic experience substantially influenced this topic for two key reasons. First, it has revolutionized the approach to teaching and learning activities, involving technological and digital innovations in this area for extreme and urgent necessities. The second aspect is that it has encouraged the rediscovery of minor heritages closer to one’s own territorial identity, strengthening the link with the local community. Understanding the role and importance of cultural heritage begins in the school; therefore, education is an essential and indispensable stage. At all educational levels, beginning with primary school, the necessary training activities for specific professional figures should be implemented. The transformation related to the cultural heritage professional figure must include both awareness of heritage value and excellent practical and theoretical skills. The research presented focuses on proposing new training paradigms that are highly professionalizing and involving.
Achille et al. (Tue,) studied this question.