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At the end of this learning unit, the participants will be able to
This learning unit aims to teach sustainability by combining the term with cultural and natural heritage.
In the first lesson, participants will explore natural heritage’s significance and its value for sustainability.
The second lesson guides participants to gain the importance of cultural heritage and the relationship between cultural heritage and sustainability.
The unit fosters community engagement, a sense of pride and belonging, and practical business skills, linking heritage with economic and social benefits for local and European contexts.
This unit uses a culturally responsive pedagogy that encourages participants to engage in heritage through a combination of theoretical knowledge, best practice and practical exercises.
Project-Based Learning (PBL): PBL is a teaching approach based on authentic learning activities that engage and motivate students. These activities are designed to answer a question or solve a problem. Generally, it reflects the kinds of learning and work that people do in the everyday world outside the classroom. PBL is usually carried out by groups of students working together towards a common goal. Performance is assessed on an individual basis, considering the quality of the product produced, the depth of understanding demonstrated, and the contributions made to the ongoing process of project realization. It is important that engaging learners in project-based learning activities that address local sustainability challenges. Apart from this, encouraging learners to design community-based projects that promote heritage preservation, environmental stewardship, and social inclusion, fostering active citizenship and community engagement.
Case Studies and Real-World Examples will make the learners illustrate the practical application of sustainable development principles through case studies and real-world examples, initiatives. Apart from this, the learners can examine achievements and challenges faced by communities and institutions seeking to reconcile sustainable development goals.
Field trips and experiential learning will make it possible to organise field trips to heritage sites, nature reserves, sustainable development projects or cultural institutions to provide first-hand experience of sustainable development. Field trips and experiential learning also facilitate guided tours, workshops, or service-learning activities that enable students to interact with heritage practitioners, environmental experts, and community stakeholders to deepen their understanding of sustainable development. and community stakeholders to help them understand and appreciate.
Theoretical content (45 min)
Best practice (15 minutes)
Interactive activity (45 minutes)
Discussion and reflection notes (15 minutes)
Theoretical content (45 minutes)
Best practice (15 minutes)
Interactive activity (45 minutes)
Discussion and reflection notes (15 minutes)
Indicators for environmental sustainability, Lygngby, Denmark.
Directorate-General for Education, Youth, Sport and Culture, European framework for action on cultural heritage, Publications Office, 2019,
The Post Carbon Reader Series: Foundation Concepts, What is Sustainability? California, USA.Post Carbon Reader
Regulating Participation. Sustainability. 2022; 14(3):1674.
https://doi.org/10.3390/su14031674
the 2030 Agenda for Sustainable Development:
https://sdgs.un.org/2030agenda
Cadavez, C., & Almeida, M. M. (2022). Cultural heritage; Intangible cultural heritage; Tangible cultural heritage. Working Definitions in Literature and Tourism. https://doi.org/10.34623/h3xd-jt31
Convention for the Safeguarding of the Intangible Cultural Heritage. 2003. Available online:
Fourth Pillar of Sustainable Development. 2010. Available online: https://www.agenda21culture.net/sites/default/files/files/documents/en/zz_culture4pillarsd_eng.pdf
Cultural Heritage and the Challenge of Sustainability (1st ed.). Routledge.
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