Purpose: The purpose of this paper is to present a “bottom-up approach” for cultural tourism management in the old city of As-Salt in Jordan. The city of As-Salt has unique historic buildings that represent Jordan’s traditional urban life; however, it is rarely promoted in the tourism map of Jordan. Design/methodology/approach: This paper assessed the existing local policies and strategies dealing with the case of As-Salt, and reviewed some other international and regional case studies. The method adopted included semi-structured interviews and designated questionnaires directed to the most relevant stakeholders and visitors. The assessment process depended on “Integrated Cultural Heritage Management Approach” in order to identify the parameters that needed to be considered while planning for a sustainable management approach in the city. Findings: The results showed many managerial problems and gaps in dealing with the core of the city as a tourist attraction. Results and recommendations mainly relied on the need for an entity to be an official umbrella to guide the relationship between heritage protection and tourism development in the city. A new scenario of tourist itineraries in the city is presented with new idea of developing cultural events and activities. Originality/value: No similar prior studies were carried out in As-Salt that are tackling this subject. And it is hoped that this approach will lead and guide other similarly situated destinations as they develop plans and approaches for their cities.

Architectural education programs are rapidly expanding the use of immersive technologies worldwide. An increasing number of architecture schools have incorporated 360-degree videos as one of the accessible and cost-effective immersive tools. Despite their availability and ease of use, research on their effectiveness as a learning tool in architectural pedagogy remains limited and mostly focused on architectural design education. Few studies have discussed their application in theoretical courses and their potential to support cognitive understanding of architecture. Learning cultural heritage is considered a foundation of architectural theory. This study examines how the utilization of 360-degree videos, compared to conventional 2D videos, supports spatial cognition, learning performance and experience in cultural heritage education among undergraduate architecture students. An educational experiment was conducted with 89 students in their second year of the architecture degree at the Applied Science Private University, Jordan. Both 360-degree videos and conventional 2D videos were inserted as learning tools within the curriculum of History of Architecture 1 and 2 courses. A mixed-research-method framework, including observation and a post-test survey, was carried out. Using SPSS and Excel programs, the data were analyzed through a set of statistical analyses such as paired-sample t-tests, AHP, and basic descriptive analysis. The findings demonstrate that students were highly immersed and motivated when using 360-degree videos. Compared to conventional 2D videos, 360-degree videos enhanced students’ spatial cognition, performance, engagement, and participation levels in both face-to-face and online courses. These results suggest that 360-degree videos can serve as a sufficient, low-cost, and equipment-free learning tool, responding to the urgent need to utilize technologies in both theoretical and practical architectural pedagogy.