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Hefazat va Maremat
Volume 9, Issue 2 (9-2026)
KCR 2026, 9(2): 91-100 |
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Keshavarz M, Mangeli M. "Curriculum Models and Experienced Approaches in Conservation and Restoration Education". , KCR. 2026; 9 (2) :91-100
URL: http://journal.richt.ir/kcr/article-1-283-en.html
URL: http://journal.richt.ir/kcr/article-1-283-en.html
Shahid Bahonar University Of Kerman
Abstract: (902 Views)
Education in the field of conservation and restoration of historical monuments plays a fundamental role in the preservation of cultural heritage. Due to the sensitivity of the subject and the scientific, technical, and cultural complexities involved, curriculum design in this field must be based on strong theoretical foundations and informed by successful international experiences. In recent decades, various countries have responded to the professional demands of this discipline by developing specialized programs in universities and higher education institutions. However, cultural, technical, and structural differences among these programs highlight the necessity of conducting comparative studies and critically evaluating curriculum models. Conservation and restoration of historical and cultural heritage is an interdisciplinary field that requires precise and goal-oriented curriculum planning for the training of specialists. This study aims to examine different curriculum models and conduct a comparative analysis of global experiences in the education of conservation and restoration. Although such models have not yet become institutionalized in Iran, and only a few instructors have occasionally experimented with these approaches, their application has been temporary and often limited to one or two semesters. Traditional teaching methods still dominate the academic landscape. Accordingly, this research first introduces several theoretical curriculum models, including the master-apprentice model, service-learning, praxis, and outcome-based learning. It then presents a comparative analysis of educational programs at various universities to identify their strengths, weaknesses, and effective patterns. The findings reveal that successful programs tend to establish a balanced integration of theoretical knowledge, practical skills, and interdisciplinary perspectives. Based on these results, it is recommended that the revision of conservation education curricula in Iran draw on international experiences—many of which employ diverse or hybrid models—while being carefully adapted to local contexts.
Type of Study: Research, Original, Regular |
Subject:
Application of modern sciences, technologies, equipment, materials and methods
Received: 2025/08/14 | Accepted: 2026/08/1 | Published: 2026/09/29
Received: 2025/08/14 | Accepted: 2026/08/1 | Published: 2026/09/29
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