Beyond the Buzzword: Interdisciplinary Education in Cultural Heritage Needs a Purpose
DOI:
https://doi.org/10.71222/gg4gyh31Keywords:
cultural heritage education, interdisciplinary curriculum, heritage policy, China, curriculum reform, digital heritage, heritage managementAbstract
As the field of cultural heritage expands beyond traditional conservation to encompass legal, digital, environmental, and sociocultural dimensions, the education of future heritage professionals must evolve accordingly. While global universities increasingly adopt interdisciplinary approaches, many cultural heritage programs remain rooted in narrow disciplinary frameworks, limiting students' readiness for contemporary challenges. This paper reviews international models—such as those of University College London, Leiden University, and the University of Bologna—and identifies key trends including the integration of digital humanities, legal studies, and community-based practices. Drawing from these cases, it proposes a flexible and interdisciplinary curriculum framework tailored to China's educational landscape. Policy recommendations and implementation strategies are outlined to support institutional reform, cross-departmental collaboration, and global engagement. Ultimately, the paper argues that transforming cultural heritage education is not merely an academic goal but a cultural imperative for China in a globalized era.
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