Beyond information: professional development in cultural heritage engagement

The contemporary museum, as outlined by the ICOM (International Council of Museums) last definition of 2022, assumes a crucial societal role in fostering shared spaces and dialogues, aiming to cultivate active citizenship through community involvement. At the heart of this mission lies the pivotal role of museum and heritage education, strategically deploying participatory and active methodologies (Hein, 1998) to establish nuanced relationships with, on, and for cultural heritage (Branchesi et al., 2020). Museums, evolving into educational hubs within the tripartite framework of formal, non-formal, and informal learning, engage with diverse publics. This perspective aligns with the overarching concept of LifeLong Learning (Gibbs et al., 2007), fostering the emergence of "new" professional roles and innovative projects in education. Within this dynamic context, museum educators and heritage professionals assume a central role, currently under scrutiny for recognition by the first Italian professional association (AIEM, 2022). Functioning as conduits between cultural heritage and audiences, these professionals orchestrate transformative dialogues, facilitating active audience participation with the intrinsic narratives of heritage objects. Their mandate extends beyond knowledge dissemination, encompassing the augmentation of motivation, nurturing of interest, and encouragement of personal expression, stemming from individualized encounters with cultural artifacts (Tamanini, 2015). Heritage education professionals significantly contribute to interpreting reality by forging connections between diverse knowledge sources and the cultural context enveloping all citizens. This intricate dialogue necessitates a grasp of research tools, allowing for continual reassessment and redefinition of professional skills and competences, particularly concerning younger visitors (Panciroli, 2016). As part of the European project Erasmus+ Move your mind, representatives of the Italian Association of Museum Educators (AIEM) have designed and executed a series of workshops aimed at honing fundamental skills requisite for museum educators, addressing the multifaceted demands of this evolving educational landscape, designed through the lent of Ludodidactics approach (Renger and Hoogendoorn, 2019). The ongoing project aims to apply this specific approach to assess its effectiveness in the educational and training contexts of the various partners, with a direct and/or indirect impact on young adults. The Ludodidactics approach, proposed by HKU University of Art in Utrecht, focuses on the development of educational pathways that operate across formal, non-formal, and informal educational settings and it stimulates the validation of educational practices through continuous feedback. The training program, crafted by AIEM and implemented through the Ludodidactics approach, concentrated on pivotal subjects essential for museum and heritage educators. These topics encompassed skills like active listening, formulating open-ended questions, and educational design. The training culminated in a reflective examination of the competency profile inherent to the heritage educator profession, aligning with the broader European discourse (Corr et al., 2022). The workshops served as catalysts, prompting metacognitive reflections among both participants and facilitators, fostering a heightened awareness of their professional roles. Consequently, this introspective process facilitated the development and acquisition of indispensable competencies vital for the effective execution of the museum educator profession.