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.

Historic urban fabrics and architectural heritage are subject to a wide range of international charters and conventions that establish guiding principles for conservation, restoration, documentation, reconstruction, and cultural tourism. Foundational documents such as the Venice Charter, the Nara Document on Authenticity, UNESCO conventions, and the Burra Charter emphasize concepts including authenticity, integrity, accurate documentation, and the responsible use of heritage resources. In practice, however, the implementation of these principles has become increasingly complex due to factors such as physical deterioration, natural hazards, restricted accessibility, and the growing pressures of mass tourism.
In recent years, advances in immersive digital technologies have introduced alternative approaches to addressing these challenges. Among them, the Metaverse understood as a three-dimensional digital environment integrating Virtual Reality (VR) and Augmented Reality (AR) has gained attention as a platform for experiencing, documenting, and interpreting cultural heritage. Unlike conventional visualization or presentation tools, Metaverse-based environments allow users to engage with heritage spaces interactively and remotely, often through digital avatars, thereby expanding possibilities for access and interpretation beyond physical constraints.
Although immersive technologies have been increasingly employed in heritage-related projects, their relationship with the normative frameworks defined by international heritage documents has not been sufficiently examined. Existing studies tend to focus on technical capabilities or user experience, while questions of compatibility with established conservation principles remain underexplored. This study seeks to address this gap by examining how Metaverse-related capabilities correspond to the requirements articulated in international charters and conventions concerning historic environments.

In recent decades, sol-gel technology has attracted considerable attention in the conservation and restoration of cultural heritage as a nanotechnology-based approach. Features such as the production of organic-inorganic nanocomposites, suitable penetration into porous substrates, formation of thin protective coatings, and resistance to moisture and ultraviolet radiation have expanded its applications in conservation studies. This review examines the capabilities and limitations of sol-gel technology in stone consolidation, protective coatings for historical materials, and environmental monitoring sensors. The reviewed studies indicate that alkoxysilane-based compounds improve the structural cohesion of historical stones and reduce moisture penetration. In addition, sol-gel coatings have shown promising results in protecting metals, glass, tiles, and paper against corrosion, weathering, and microbial growth. Sol-gel-based sensors have also been applied for monitoring humidity, acidity, pollutants, and light in museum environments. Despite these advances, further long-term studies remain necessary.

 

Owing to its vast and rich mineral resources, the Kerman region is regarded as one of the most significant areas for the identification and extraction of metals in Iran. The city of Bam, located in the southeastern part of this province, has long served as a strategic center linking southeastern Iran with Sistan due to its distinctive geological and geomorphological conditions. Archaeological surveys conducted in the central district of Bam County during 2018–2019 aimed to identify ancient mining areas and metallurgical smelting centers. Drawing upon the results of these field investigations, the present study undertakes chemical and mineralogical laboratory analyses of four ceramic nail samples recovered from four areas associated with metallurgical activities. These analyses were carried out to determine the function of the ceramic nails and to investigate the extraction processes involved. The studied samples were examined through petrographic and geochemical analyses using the ICP-OES method across the four identified sites. Petrographic examination of the ceramic nails indicates high firing temperatures during manufacture and reveals a porphyritic texture containing predominantly igneous inclusions as temper materials. The results of the chemical analyses demonstrate that approximately 72% of the chemical composition of these ceramic nails consists of zinc, thereby confirming the intentional extraction of this metal. The existence of sufficient technological knowledge for the oxidation of zinc and the production of Tutia (zinc oxide) at these sites may indicate the emergence of one of the most sophisticated and technologically advanced metallurgical extraction processes in the ancient world. The analytical results obtained from the ceramic nails recovered from several of these sites further suggest that they were specifically employed in the extraction and production of zinc oxide (Tutia).

Persepolis is a symbol of the glory and grandeur of ancient Iran. Persepolis is located next to the Marvdasht Plain and at the foot of Mount Rahmat in Fars Province, located in the city of Marvdasht, Iran. Unfortunately, the excessive extraction of groundwater in the Marvdasht Plain to provide water for agriculture has caused subsidence in this plain. Considering the importance of protecting ancient and historical monuments, it is important to investigate the extent of subsidence of the Marvdasht Plain within the Persepolis and Naqsh-e Rostam World Cultural Heritage Site in order to assess its impact on possible damage to this site. Calculations indicate widespread subsidence of the Marvdasht Plain with a maximum rate of 22.6 cm per year. Also, the results of the calculations indicate the expansion of subsidence of the Marvdasht Plain towards Persepolis and Naqsh-e Rostam in recent years. On the other hand, changes in the subsidence rate near these ancient monuments are significant. In order to preserve and protect these valuable ancient monuments, measures to combat the destructive effects of subsidence on them and sustainable management of the region's groundwater resources are proposed to prevent the subsidence of the Marvdasht Plain.