Knowledge of Conservation and Restoration

Master’s Curriculum in Heritage Restoration: Aligning Academic Education with Professional Requirements in Iran

Fatemeh Mehdizadeh Saradj

This study evaluates the curriculum of the Master’s program in Architectural and Urban Heritage Restoration in Iran, focusing on its effectiveness in preparing graduates for professional practice. The research investigates the extent to which the program aligns with contemporary labour market needs, technological advancements, and international standards in heritage conservation. Employing a mixed-methods approach, the study combines comparative analysis of curricula from leading universities with alumni surveys and semi-structured interviews, analysed through MaxQDA. Findings indicate a marked gap between academic training and professional demands, particularly in practical experience, digital technologies, legal literacy, and interdisciplinary competencies. Respondents stressed the importance of experiential learning, integration of sustainable and environmental approaches, and enhancement of both soft and hard skills. The study concludes with recommendations for comprehensive curriculum reform, including context-based learning, updated course structures, and the establishment of specialised tracks such as material-based conservation, structural interventions, theoretical perspectives, and heritage crisis management.

Exploring the Relationship Between Artificial Intelligence Methods and Restoration Education Based on Learning Theories

MohammadAli Ashraf Ganjouei

Artificial intelligence is rapidly transforming the landscape of education, yet its potential in restoration education has remained largely unexplored.
This research investigates how various artificial intelligence tools intersect with the teaching and learning of restoration at the university level.
Drawing on three major learning theories—experiential, constructivist, and connectivist—the study analyzes research from recent years to determine where AI aligns with or departs from effective pedagogical practices. The findings show that AI-driven technologies can significantly
strengthen concrete experience, active learning, social interaction, and prior knowledge integration which are associated with experiential and
constructivist learning, and also lifelong learning, technological facilitation, networking and communication, cognitive skills, and digital collaboration in connectivist. However, certain aspects, particularly those requiring in-depth contextual and textual understanding specific to heritage sites, present ongoing challenges for AI tools. These results provide valuable insights for educators and researchers seeking to implement AI solutions in restoration-related courses.

Comparative Analysis and Critique of the Undergraduate Curriculum in Historic Monuments Restoration: From Its Inception in 1985 to the Revision, Approval, and Implementation in 2022

Mehdi Razani

This paper analyzes the evolution of the undergraduate curriculum in historic monuments restoration in Iran, from its initial approval in 1985
to its comprehensive revision in 2022. Adopting an analytical-comparative approach, the study first explores the theoretical, historical, and practical contexts of the discipline's emergence within Iran's higher education system. It then provides a structural and content-based critique
of the earlier curriculum. The findings reveal that the original curriculum, which emphasized religious principles, cultural heritage, and basic technical training, gradually became less effective due to scientific developments, shifting field requirements, and the rise of new technologies. The 2018 revision resulted from a collaborative effort by university scholars and restoration professionals aiming to modernize the program, enhance practical training, eliminate redundant courses, add applied content, and align the curriculum with international standards. Key features of the revised curriculum include a purposeful reduction in course units, content standardization, improved integration of theoretical and practical learning, and a focus on technological competencies. Furthermore, the paper addresses the implementation challenges and resource shortages of the previous curriculum and proposes strategies to enhance the quality and efficiency of restoration education. Overall, this study emphasizes the necessity of dynamic educational planning, underlines the critical role of restoration in preserving cultural identity and strengthening social capital, and provides a framework for future curriculum reforms in the field of conservation of cultural and historical artifacts.

Constructivist Learning in Heritage Conservation Education: An Analysis of Problem-Based Learning (PBL) in Conservation Practices

Reza Rahimnia

Heritage conservation education requires a balance between theoretical foundations and practical competencies. Traditional lecture-based
instruction, while effective for content delivery, often fails to cultivate the problem-solving, creativity, and collaborative skills necessary for
professional conservation practice. This study investigates the application of problem-based learning (PBL), grounded in constructivist pedagogy,
within a course titled Conservation Practices. Grounded in action research methodology, the study combines theoretical analysis of constructivist principles with empirical evaluation of PBL’s efficacy. Over a semester, students worked in teams or single to address real conservation dilemmas, mirroring the complexities they would encounter in professional practice. Data was collected through structured reflections and post-course surveys from a purposively selected cohort of 21 graduates who completed the training. Qualitative feedback was analyzed using MAXQDA software to identify emergent themes, including skill development, confidence in decision-making, and perceived relevance of the pedagogical approach. The findings demonstrate that PBL enhanced students’ technical proficiency, critical thinking, decision-making confidence, and interdisciplinary collaboration. Thematic analysis confirmed strong alignment between PBL and constructivist outcomes, particularly adaptive expertise and metacognitive awareness.

A New and Generalizable Method for Teaching of Drawing of the "Gereh-e-Dah-e-Kond"

Hojat Golchin

"Dah-e-Kond" or "Kond-e-Dopanj" is the most important geometric pattern among Iranian patterns, which has been called"Ommul Gereh" (mother pattern) due to its importance.Until today, various methods have been proposed for drawing this pattern, each of which in some way allows for the drawing of a "generator" or a more complete context for it. This is while all the methods mentioned have practically become a version of drawing consecutive grammatical lines that are imitated and repeated parrot-like without clarifying their reason and basis. This has become problematic and challenging, especially when it comes to teaching drawing methods, and often, after a short period of time, it is forgotten by the audience. This article seeks to extract and express, through a geometric reading of the generator content, its geometric relationships and logic for more readable and teachable process in drawings, instead of mysteriouslines and distances. The focus of this article is on the pentagonal shape of the "Panj-e-Kond" components, which has been proven for the first time in this research to be "regular" in this pattern, achieves the main goal of the article by finding a new method of drawing pattern. Although the present study follows a qualitative research process in its entirety, namely finding and presenting a new solution to the drawing of th Ten-Kond pattern, by studying written sources, at the same time, it also presents the results of an experimental test between two groups of students to express the effectiveness of its proposed educational method compared to the usual method. Finally, the results of this research explain a new method of teaching how to draw the Dah-e-kond (Kond-e-Dopanj) pattern, which, based on what has been mentioned in the preceding text, in addition to better learning ability, also reveals aspects of "generalizability" towards teaching how to draw other geometric pattern.

Modern Conservation Education: From Technical Knowledge Transfer to Training Competent Specialists – Faculty of Conservation and Restoration, Isfahan University of Art

Hamidreza Bakhshandeh-Fard

In the educational system of conservation, the main focus has always been on the transfer of technical and specialized knowledge regarding structures, techniques, and conservation interventions. Although this scientific foundation constitutes an inseparable part of training in this discipline, recent developments in the field of cultural heritage conservation demonstrate that social competencies, soft skills, teamwork, and professional ethics also play an effective role in improving the quality of specialists’ performance. The Isfahan University of Art, with a long-standing tradition in higher education in the arts, is one of the pioneering and influential centers in the country in the field of safeguarding and revitalizing cultural and historical heritage. Established in 1977 with the foundation of the “Isfahan Campus” affiliated with “Farabi University,” this academic institution has, from the outset, aimed to train experts in the conservation and restoration of historical monuments and traditional architecture, and has become an unparalleled center at the national level. This paper reviews the history of the establishment of the Faculty of Restoration as well as the current structure of conservation education in specialized faculties, emphasizes the necessity of integrating technical training with complementary domains, and proposes strategies for revising educational programs in order to train responsible and competent conservators.

Analysis of the microstructure and impurity in Ilkhani gold coins(case study of three gold of abu saeed bahadur)

Orineb Nazarian

Coins are among the most significant archaeological and historical data, which—beyond their economic value-can play a crucial role in resolving historical ambiguities, understanding economic conditions, political structures, and even trade and cultural relations of the studied period. Through systematic analysis, coins also provide precise scientific information regarding production processes and the technological capabilities embedded in their structure. Among these, gold coins hold a special status due to their high material value, durability, and resistance to corrosion.
During the Ilkhanid period-one of the most pivotal historical eras in Iran-this study aims to conduct detailed and systematic field, laboratory, and archaeometric investigations on three selected samples from a collection of 105 gold coins attributed to Sultan Abu Sa'id Bahadur, discovered in the Jameh Mosque of Tabriz and currently housed in the National Museum of Iran. To authenticate the historical identity of the samples, the external surface of the coins was first examined through documentation procedures including weighing, dimensional measurements, and photography. Iconographic and epigraphic readings were conducted to identify minting details and inscriptions. The coins under study date back to the reign of Abu Sa'id Bahadur (716–736 AH), with minting dates ranging from 724 to 729 AH. Weight measurements revealed that the coins deviate from the standard weight norms of the period. Surface analysis showed that the coins fall into the category of geometrically patterned coins. Two samples (Registry Nos. 12530 and 12546) feature common circular and square-in-circle motifs. The third sample (Registry No. 12544) displays an innovative design with a Quranic verse (Surah 2:137) inscribed around the edge, framed in a mihrab-like structure, along with the names of the four Sunni caliphs—emphasizing religious themes. The reverse side features an octagonal geometric pattern filled with Quranic phrases, with inscriptions referring to victory over enemies. Table 1 presents detailed information on the minting location, date, weight, imagery, and design of the three studied coins. In the second phase, elemental analysis was conducted to obtain microstructural and chemical composition data. Given the importance of non-destructive laboratory methods for identifying the elemental structure of coin metals, PIXE (Proton-Induced X-ray Emission) was employed. This powerful technique enables the detection of major and trace elements as well as impurities. PIXE allows for high-resolution analysis of microstructures and is capable of identifying a wide range of elements from sodium to uranium under optimal conditions. However, like XRF, its main limitation is surface -level analysis.
Since impurity levels significantly affect the purity grade of gold coins, the elemental composition of the samples was analyzed, and the results were interpreted based on the concentration of metallic impurities. Statistical analysis focused on purity variations across coins from three different mints. PIXE utilizes micron-scale proton beams for high-precision, multi-elemental analysis. Under suitable conditions, the minimum detectable concentration ranges from 0.01 ppm to 11 ppm. Although PIXE offers deeper analytical penetration (up to several millimeters with high-energy protons), its standard depth (~70 microns) is generally less than that of XRF (~100 microns). Corrosion and sample heterogeneity may introduce uncertainty in elemental analysis, especially in copper or bronze coins.
The three coin samples were analyzed using the accelerator and endograph facilities at the Physics and Accelerator Research Center of the Atomic Energy Organization of Iran. The elemental composition of major and minor elements-including Fe, Ni, Cu, Ag, Au, Al, Si, K, Ca, and Ti—was determined with a precision range of 10-100 ppm. Based on the obtained data, the primary microstructure, purity level, and the highest impurity concentrations among the samples were identified. Following the acquisition of analytical data, quantitative analysis of major and minor elements, microstructures, and impurities was performed. Impurity elements were statistically processed using SPSS software through descriptive and inferential methods. To ensure high accuracy, differences in descriptive indices were evaluated using post-hoc tests such as Tukey’s test. The final results are based on impurity concentration data and provide valuable insights into the metallurgical composition and purity of the studied coins.