El presente estudio tiene como objetivo analizar un metaconcepto del pensamiento histórico –las pruebas/fuentes históricas, su fiabilidad y método científico de análisis– en estudiantes de secundaria y bachillerato de tres centros educativos de Zaragoza (España), y comparar los resultados de ambas etapas para comprobar si existen niveles de progresión en educación histórica. La muestra estuvo compuesta de 231 estudiantes; en la investigación se utilizaron métodos descriptivo-cualitativos y el análisis de contenido como técnica analítica de información, y como instrumento de recogida de datos un cuestionario ad hoc. Los resultados sugieren que existen diferentes niveles de conocimiento y comprensión y pensamiento histórico-crítico, pero limitados y próximos entre sí. El análisis de los datos indica que la educación histórica se encuentra en estado incipiente en la implementación de procesos de pensamiento histórico, necesarios en la educación del siglo XXI.

On 18 March 2020, Spanish museums saw their in-person activities come to a halt. This paradigm shift has raised questions concerning how these institutions reinvented themselves and modified their edu-communicative strategies to promote heritage through active citizen participation. The present study centers on analyzing how the main Spanish archaeological museums and sites (N = 254) have used Twitter as an edu-communicative tool and analyzes the content of their hashtags through a mixed methodology. The objective is to identify the educational strategies for both transmitting information as well as interacting with users. We did it by observing and analyzing if Spanish archaeological institutions are promoting a type of quality, accessible, and egalitarian education and promoting the creation of cyber communities that ensure the sustainability of heritage through citizen participation. This paper proposes an innovative assessment of communication on Twitter based on the purpose of messages from the viewpoint of heritage education, their r-elational factor, and predominant type of learning. The main findings reveal a significant increase in Twitter activity, both in quantitative and qualitative terms: educational content is gaining primacy over the simple sharing of basic information and promotional content. The networks forge new ways to teach–learn and interact with media and represent a strong channel to promote the sustainability of heritage, its preservation, and appreciation.

As a consequence of the scarcity of studies of augmented reality (AR) in Spain, this study developed a questionnaire to evaluate teachers’ perceptions on the use of AR for heritage teaching (n = 347 teachers: n = 131 in-service/n = 216 in-training). The objectives were to: (1) identify teachers’ existing knowledge about AR; (2) evaluate educational strategies teachers value most in AR apps for teaching; (3) evaluate necessary AR functions; (4) determine desired technical and functional characteristics; and (5) compare any significant differences between the two groups. The results provide a contribution to the increasing implementation of AR apps in heritage education, which promotes the understanding, enjoyment, experience and knowledge of heritage. Heritage education is increasingly present in Spanish classrooms due to awareness of the country’s rich heritage, and AR is a good tool for understanding and linking society with its heritage. From the results, it is clear that, despite their desire for implementation, there is a lack of teacher training in applying AR; both subsamples pointed out the importance of humanising the explanations in AR apps with experts or actors who mediate heritage and value the ease of use of these apps, multifunctionality, low battery consumption, and use in the background. Significant differences suggest potentially greater educational commitment among active teachers who seek deep and meaningful learning, above the superficiality and enjoyment reported by teachers in training and, on the contrary, the value placed on technical and visual aspects, related to the high use of mobile devices.

Education is an essential vehicle for valuing cultural legacy, and musical heritage is a part of that cultural legacy that we must protect as it is one of the main areas of intangible cultural heritage, a reflection of cultural diversity, and a conveyor of meaning, and social, cultural, and economic values contributing to sustainable development. The purpose of this study, therefore, is to evaluate the perception students studying for the Degree in Primary Education at the University of Zaragoza and the Autonomous University of Madrid have of the value, significance, and importance of the sustainability of musical cultural heritage. This non-experimental and descriptive research is based on the statistical descriptive method, with a sample of n = 202 preservice teachers. A questionnaire consisting of fifteen items was designed and validated as a data collection instrument. The data analysis shows differences in the analyzed categories and points to the need to take action to solve them. It also reveals the importance students attach to musical cultural heritage, to including it in the curricula of the various educational stages, and to the need to protect it as an essential requirement for sustainable development.

Los Objetivos de Desarrollo Sostenible (ODS) cada vez están más presentes en la formación de los futuros docentes como una de las metas más urgentes de la Agenda 2030. Desde la enseñanza de las ciencias sociales y, en concreto, desde la educación patrimonial, nos preguntamos si los futuros docentes reciben una adecuada formación al respecto, si conocen qué son estos objetivos y qué encierra cada uno de ellos. Así mismo, nos preguntamos qué saben sobre la sostenibilidad del patrimonio, cuál es su compromiso social y mediante qué estrategias lo prevén llevar a la práctica docente futura. Bajo estos planteamientos se ha llevado a cabo una investigación cuantitativa sobre la sostenibilidad del patrimonio en el Grado en Magisterio en Educación Primaria de la Facultad de Educación de Zaragoza, con un total de n=234 discentes, para conocer en qué grado este contenido está presente en su formación, en qué grado consideran que está relacionado con las ciencias sociales y qué estrategias de enseñanza aprendizaje les parecen más adecuadas para aplicar al aula. Los principales resultados reflejan que los ODS están presentes en todas las etapas educativas, pero que sigue distando de los niveles deseables. Tras la aplicación del cuestionario los discentes muestran un aumento en el grado de conciencia sobre la repercusión que tienen sus actos en el deterioro del patrimonio. Y, por último, didácticamente se percibe un compromiso vivo como agentes de cambio; entre sus prioridades para trabajar la sostenibilidad del patrimonio destacan la educación emocional y la importancia del enfoque relacional.