Abstract:

In the frame Re-think Heritage!' e-learning platform (Erasmus+ KA2 Strategic Partnership Project 2020-2023) focused on a new, innovative practices in the education of heritage students have a challenging part to work out: the understanding of good practices. The definition of a ranking for good practices linked to all aspects of architectural heritage conservation is no easy feat. This includes projects which range from monumental architecture to other types such as vernacular, military or industrial architecture, or interventions focusing on the urban, residential, archaeological or landscape dimension.

Therefore, two renowned prizes with a long history of recognizing the valuable and intangible values of different interventions in the field of conservation, in projects that can be visited by the public and are international points of reference, have been selected. The “Europa Nostra” (https://www.europanostra.org/organisation/) and “Domus, restoration and conservation” (https://www.premiorestauro.it/en/) awards both cover the international panorama and are extremely influential in the multiple facets of the field of restoration.

Heritage conservation is a global concern, and different typologies of interventions may have unique challenges and solutions. Offering students a diverse selection of good practices broadens their perspective and equips them to address a wide range of heritage preservation issues. So, in this frame, by studying successful examples of heritage conservation students can learn valuable lessons from real-world projects. Understanding projects that have been properly developed can inform their own future projects and decisions, helping them avoid common pitfalls and challenges. Presenting students with good practices allows also them for the transfer of practical knowledge from experienced professionals This helps bridge the gap between theoretical learning and real-world applications. The selection of good practices is also involving interesting ethical consideration, for example related to the impact on communities, historical accuracy or environmental sustainability. Providing students with a selection of good practices helps instill a sense of responsibility and ethics in their approach to preserving cultural heritage.

In summary, presenting heritage architecture students with an objective selection of good practices, committed to the commemoration, safeguarding, and defense of cultural heritage, is crucial for providing them with a well-rounded education, practical insights, and ethical considerations that will guide them in their future careers as stewards of cultural heritage.

Keywords:

Heritage architecture, good practices, objective methodological approach.