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.

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.

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.

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.