Abstract:

American university programmes based in Spain have increased during the last decade, especially in cities such as Madrid, Barcelona, Sevilla or Salamanca, places which offer dozens of them. Their main guidelines consist of maintaining their education policy based on the development student abilities such as the discovery or creation of new knowledge by themselves and, at the same time, combine them with a cultural immersion in the country in which the programme is established.

It´s understandable that, in this context, studies relating to cultural heritage have turned into a mandatory subject. However, this hybrid system means a challenge for teachers. On the one hand, teachers have to adapt to the american educational system and, on the other hand, they have to apply a series of teaching strategies which encourage a complete cultural immersion, in which knowledge and exploration of Historical-Artistic, landscape and gastronomic heritage must be introduced. For this reason, educational guidance which programmes start with and the following field trips are essential to reach the required targets.

The main aim of this paper is to show the different teaching-learning strategies, based on the experience of several teachers, used for carrying out the educational requests of this singular system.

Keywords:

Teaching-learning strategies, Cultural Heritage, American University Programmes, Spain.