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.

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.