IN-PERSON ISTANBUL HERITAGE(S)

Abstract

Heritage education is most effective when it moves beyond abstract definitions to lived, collective experiences of the built environment. This paper draws on two initiatives in Istanbul—a research project with primary school students (Çevremdeki Tarih) and a university-level workshop and exhibition (Kültürün Ayak İzleri)—to examine the potentials of informal and experiential approaches in developing socio-cultural heritage awareness. The first introduced children to their local environment through visual–verbal presentations, heritage walks, discovery games, and creative workshops, encouraging them to question the meaning of familiar spaces and to articulate cultural values in their surroundings. The second engaged students and academics through seminars, field trips, and hybrid studio sessions, resulting in collages and a timeline-based exhibition that revealed Istanbul’s multi-layered narratives and invited collective reflection. Rather than presenting these cases only descriptively, the paper analyzes the methods employed—experiential learning, participatory engagement, and creative practice—to evaluate their effectiveness in cultivating sensitivity to heritage. It highlights how these approaches foster curiosity, critical interpretation, and a sense of belonging, while also bridging different generations and educational contexts. The discussion argues that diverse experiential strategies hold significant potential for socio-cultural heritage education and underlines the need for their broader integration into both formal curricula and informal community practices. By positioning these case studies as testing grounds, the paper contributes to the development of strategic frameworks for embedding heritage awareness more deeply into contemporary education systems.