The main objective of the project was to develop and pilot a comprehensive transdisciplinary syllabus responding to the evolving needs of archaeological and cultural heritage management. The syllabus was designed to integrate theoretical knowledge, practical skills and soft competences for professional practice, while overcoming the traditional separation between academic disciplines. Its development was supported by cooperation among students and teachers from diverse educational backgrounds through participatory and immersive learning methods, including hands-on activities outside the classroom. By confronting different academic traditions and perspectives, the project strengthened transdisciplinary thinking, teamwork and problem-solving skills. Another objective was to stimulate innovative learning and teaching practices by combining in-person activities with digital content. This approach enhanced student engagement, digital readiness and inclusivity, enabling broader access to learning opportunities regardless of physical or socio-economic barriers. Finally, the project aimed to reinforce transnational academic cooperation and create conditions for collaboration in heritage education.
The project was submitted in response to the growing need for innovative and transdisciplinary approaches in the field of archaeological and cultural heritage management. Higher education curricula in this area remained largely compartmentalised, while professional practice increasingly required the ability to combine humanities-based theoretical knowledge with practical fieldwork, laboratory methods, digital tools and cooperation with a wide range of stakeholders. The consortium identified a clear gap between existing study programmes and the competences demanded by the labour market, particularly in terms of transdisciplinary collaboration, international experience and an understanding of diverse cultural landscapes and heritage management frameworks across Europe. The project therefore aimed to develop and implement an immersive and participatory curriculum that would bring together expertise from archaeology, history, art history, social sciences, natural sciences, applied IT and management. Another key need addressed by the project was the lack of training opportunities enabling students, especially in humanities-related disciplines, to prepare for heritage management positions at the international level.