Designing the Past, Educating the Future: A Systematic Review on the Educational Value of Cultural Heritage Design

Abstract

Background: Cultural heritage plays an increasingly vital role in shaping educational experiences by connecting learners to history, identity, and social values. In recent years, there has been a surge of interest in how design-based approaches—ranging from creative artefact production to immersive digital experiences—can enhance the educational value of heritage across formal learning environments. However, despite this momentum, no comprehensive synthesis exists that specifically evaluates the pedagogical impact of cultural heritage design in education.
Objective: This systematic review aims to critically evaluate the educational value of cultural heritage design across primary, secondary, and higher education contexts, with particular focus on how different heritage types (tangible, intangible, mixed) and technologies (e.g., VR, gamification, storytelling) influence student outcomes such as creativity, cultural identity, engagement, and social cohesion.
Methods: A systematic search of five major academic databases (Web of Science, Scopus, ERIC, Science Direct, and Google Scholar) was conducted in accordance with PRISMA 2020 guidelines. Out of 1,430 records initially identified, 10 empirical studies met the inclusion criteria based on relevance, originality, and methodological rigor. Studies were evaluated using the Mixed Methods Appraisal Tool (MMAT), and data were synthesized thematically. Visual tools such as heatmaps and cluster diagrams were used to map educational outcomes across heritage types and learning levels.
Results: The review revealed strong evidence that cultural heritage design enhances educational engagement, identity formation, and creativity. Tangible heritage was more prevalent in primary and design-oriented programs, while intangible and mixed heritage dominated digital, immersive, and narrative-based formats. Technologies such as virtual reality and gamified applications consistently improved student motivation and cognitive retention. In post-conflict and multicultural settings, heritage design was shown to foster interethnic understanding and social cohesion.
Conclusion: Design-based cultural heritage education presents a powerful pedagogical strategy for cultivating historical consciousness, cultural empathy, and learner-centered creativity. When integrated with emerging technologies and local heritage narratives, it offers an inclusive, participatory, and transformative model for 21st-century education. Future research should explore longitudinal impacts and develop context-specific frameworks that align heritage pedagogy with curricular standards and digital innovation.