Enhancing Heritage Education Through ICT: Insights from the H2OMap Erasmus+ Project

Abstract

This study explored the Erasmus+ project ’H2OMap: Innovative Learning by Hydraulic Heritage Mapping’, integrating environmental awareness and cultural heritage into secondary education through interdisciplinary, ICT, and STEM-based approaches. Focused on water-related heritage in the Mediterranean, the study pursued three aims: integrate ICT-supported participatory mapping bridging history/geography subjects with digital innovation; identify learning benefits and implementation conditions; and generate transferable outputs and datasets for classroom reuse. Intellectual outputs include a methodological guide, an e-learning course, and an educational multiplatform comprising a mobile mapping app for in situ geocataloguing, an online database, and a geoportal with interactive StoryMaps. Evidence came from classroom testing across age groups, teacher feedback from the e-learning course, student mobilities in Spain, Italy, and Portugal, and platform usage records. More than 390 students and teachers participated, documenting over 100 hydraulic heritage elements. Additionally, dissemination through nine multiplier events and conferences reached over 550 external attendees. Findings show increased student engagement and ICT/GIS skills, clearer cross-curricular integration, and a replicable open workflow supported by structured coordination that strengthens school–university partnerships. Learner experience emphasised hands-on, place-based exploration and collaborative documentation of water heritage. Recommendations include using open geospatial standards, providing teacher training, and maintaining geoportals for classroom reuse.

1. Introduction

According to the research by Blanco et al. (2019), the study of hydraulic heritage (HH) is a fundamental tool for understanding human interaction with water resources. This importance is particularly accentuated in regions with a wide variety of water-use and management infrastructures (Hermosilla & Iranzo, 2014). In the particular context of the Mediterranean arc, hydraulic patrimony encompasses various elements from different origins (Felices de la Fuente et al., 2020). Moreover, the Mediterranean landscape presents a plurality of territories with particular geographic, orographic, and cultural characteristics (Vlami et al., 2017). This heterogeneity entails an intrinsic difficulty in the uniform approach to the study of local patrimony (Simensen et al., 2018).

HH refers to any construction or element directly linked to water, covering various architectural manifestations and infrastructures. These include mills, irrigation ponds, fountains, irrigation channels, ditches, water troughs, wells, waterwheels, fulling mills, washing places, oil mills, sawmills, reservoirs, dams, hydroelectric power stations, paper mills, bridges, aqueducts, and other elements that make up the landscape environment. These manifestations are found in various contexts, whether in rural, urban, or periurban areas and represent areas of interest for academic research and development. Notably, many European cities have emerged and developed close relationships with water, establishing a symbiosis between urban morphology and the aquatic elements of the landscape. This interaction has left a distinctive imprint on the built environment and the perception of cultural identity in these localities (McLean, 2006). Furthermore, the analysis and study of these hydraulic elements in the context of cities provides insight into their historical and social evolution and their interconnections with the surrounding hydrological systems.

Accordingly, water-related heritage needs to be remembered beyond academic research (Felices de la Fuente et al., 2020). On several occasions (UNESCO, 2005, 2022) the importance of allowing young people to express their concerns and participate in heritage protection has been spoken on. Similarly, ICOMOS: International Council on Monuments and Sites (2019) speaks of education as a vehicle for conservation. They believe it is essential to train professionals capable of reading a cultural property to understand its value, history, and technology and thus plan its conservation by working with inhabitants, managers, and planners to develop conservation strategies. Tempesta (2010) speaks of the need to create heritage education programmes, especially for young people, so that future generations favour interventions in preserving heritage landscapes.

In this context, the landscape has shifted towards highly idealised positions in today’s societies (Y. Li et al., 2019), from a means of production to a means of socialisation and in some cases and places in the study area of abandonment. Society must understand that abandonment dynamics are complex and challenging to stop, and heritage and landscape are both essential and fragile.

To address these emerging challenges, international frameworks such as the Strasbourg: Council of Europe (2000) advocate for integrated approaches such as the link between conservation, management, and use. Productivism, utilitarianism, functionalism, formalism, patrimonialism, or naturism (Folch & Bru, 2017) are no more than stereotypes that rarely coincide with the mentioned approaches. However, conserving heritage is not just about restoring it but encompasses a global action plan that includes identifying, cataloguing, researching, protecting, rehabilitating, disseminating, and educating. This is based on economic, social, and cultural viability and sustainability (Muñoz, 2018).

Education and heritage are two fundamental elements in the field of cultural policies since citizens only use the appropriation of the cultural values inherent to heritage assets so that a sustainable future in their management can be envisaged. For this reason, public administrations and institutions in charge of protecting and preserving cultural heritage carry out various activities to educate citizens about the importance of research, protection, and conservation of cultural assets. These activities, combined with the inclusion of heritage-related content in the curricula of different educational levels, demonstrate the interest of both cultural managers and educators in developing strategies to promote heritage education (Ministerio de Educación, 2015).

As Doorsselaere (2021) explains when reflecting on the use of heritage in educational contexts, it is mainly linked to teaching history or specialised disciplines at the university level. However, heritage is not about the past but the present (Lowenthal, 2015). Heritage has emerged as a critical element in teaching social sciences as an objective, content, and educational tool, a resource for developing socially relevant competencies in forming participatory and active citizenship (Cuenca-López et al., 2021). Educating future citizens in the study and conservation of patrimony implies that they are aware of the elements of their immediate environment (Felices de la Fuente et al., 2020). According to Castro-Calviño et al. (2020), heritage can be considered an educational resource. To value and protect this legacy, citizens must know and feel they are heirs, especially young people. With this perspective, it is crucial to approach its study from an innovative perspective that allows students to establish links with their life experience, thus awakening their interest in learning about it. This approach, known as heritage socialisation, aims to enable students to make informed decisions about cultural preservation by analysing and appreciating their elements. In this way, a shared community commitment is achieved, which has an impact on sustainability and the will to conserve these historical elements (Díaz-Puente et al., 2009). Heritage education also implies a willingness to improve in dissemination, transmitting values, and dynamically involving the recipients of knowledge. This involvement reflects an interest in improving how this knowledge is transmitted (Miralles et al., 2017).

Heritage education linked to hydraulic elements benefits significantly from educational innovation, which seeks to enhance teaching and learning processes through advanced pedagogical approaches and emerging technologies (Vlachopoulos & Makri, 2019). This evolution in teaching encourages greater student engagement and interaction and allows students to explore HH and management issues in a deeper and more meaningful way (Challenor & Ma, 2019). Several academic studies have investigated the application of educational innovation in heritage education. For example, research such as Bozzelli et al. (2019) highlights how integrating digital technologies and interactive tools, such as mobile apps and virtual reality, can enhance students’ understanding and experience when exploring water-related historical sites.

In this context, new tools such as Information and Communication Technologies (ICTs) are essential. Geographic Information Systems (GISs) and remote sensing technologies have contributed significantly to heritage education (Wang et al., 2023). These tools enable students to explore and analyse geospatial data related to water management, facilitating an evidence-based approach to decision-making. Research such as that of Santos et al. (2021) has highlighted how using GIS in HH education improves understanding of hydraulic systems and their interaction with the environment today. Heritage assessment can combine the use of old maps (Blanco et al., 2019), the creation of open digital datasets (Candela et al., 2019), and the use of media applications and GIS software (Costantino et al., 2020; Edwards et al., 2019; G. Li & Zhang, 2017; López-Bravo et al., 2022). Linked to this, it is worth highlighting the experiences of Brown and Weber (2012) in using public participation in mapping for value elicitation. Therefore, local spatial knowledge remains a valuable tool for investigating and understanding the state and processes of both landscapes and their constituent elements (Fagerholm et al., 2013).

For this purpose, gamification (Oliveira et al., 2023), an educational approach that employs game elements in the learning process, effectively teaches HH. Within this project, gamification is particularly relevant as it improves student motivation and participation, turning heritage cataloging and preservation into an engaging and collaborative learning experience. Research such as that of Malegiannaki and Daradoumis (2017) shows how educational games centred on hydraulic patrimony stimulate student interest and motivation while encouraging information retention and critical thinking. In addition, research has investigated incorporating active and collaborative learning methodologies in HH linked to education. These methodologies engage students in hands-on activities, such as visits to historical sites or research projects, encouraging active participation and direct connection with heritage. Studies such as that of Catana and Brilha (2020) show how collaborative learning in the context of historical water-related elements promotes a greater sense of ownership and responsibility towards conservation and sustainable water management.

Furthermore, the research is aligned with the goals set out in the 2030 Agenda for Sustainable Development (United Nations, 2015), aiming to raise awareness on both cognitive and scientific levels, as well as in terms of ethical and civic responsibility. While the main milestone directly affecting this research is Goal 4 (quality education), this paper also considers how Goals 6 (clean water and sanitation) and 11 (sustainable cities and communities) contribute to analysing the cultural sustainability of heritage in historic cities and rural areas. In particular, Goal 6 underscores the importance of raising awareness about water as a limited and essential resource, aligning closely with the educational focus on hydraulic heritage. The concept of cultural heritage within the SDGs is inherently tied to sustainability, social development, and socio-economic resilience. By analysing the environments of cities and towns, conclusions can be drawn linking heritage management with sustainability, climate change, and its management, taking into account lessons learned from preserved vernacular architecture in rural and urban landscapes.

Despite growing interest in heritage education and the integration of ICT in secondary schools, existing research tends to treat these domains separately. Studies on heritage education often emphasise historical or cultural dimensions but rarely consider how digital technologies can enhance student engagement and cross-curricular integration (Cuenca-López et al., 2021; Estepa-Giménez & Delgado-Algarra, 2021). Conversely, ICT and STEM education research frequently prioritises technical competences without explicitly linking them to social or cultural contexts relevant to students’ lives (Vlachopoulos & Makri, 2019). As a result, there is a lack of empirical work that connects heritage education with geospatial technologies and STEM methodologies in ways that promote both digital literacy and cultural sustainability. This gap is particularly evident in secondary education, where teachers often lack structured training and accessible resources to integrate heritage into the curriculum. The H2OMap project addresses this need through the creation of an open-access e-learning course that provides teachers with training in GIS-based mapping workflows (cartography design, spatial data models, field data capture, database management, spatial analysis, and web mapping) explicitly contextualised in the documentation of hydraulic heritage. Supported by a methodological guide and an interactive multiplatform (mobile app, online database, and geoportal), these resources enable teachers to transfer both technical and cultural competences to students. In this way, the project contributes to filling a clear gap in the literature by providing a replicable model that links digital innovation with heritage preservation in secondary education, aligning with European education frameworks.

Thus, the H2OMap project demonstrates how digital innovation can be integrated into heritage education by combining ICT and STEM approaches with the study of water-related heritage. Through tools such as GIS, databases, and StoryMaps, the initiative fosters hands-on learning, strengthens regional identity, and empowers schools and municipalities to engage in community-based conservation. By offering open-access resources and encouraging participation across different contexts, the project contributes to a more inclusive and sustainable model of cultural education.

Building on this framework, the intent of the present study is to analyse how the H2OMap experience illustrates the potential of ICT and STEM-based educational innovation to strengthen heritage education. Specifically, this paper focuses on how participatory mapping and gamification can enhance student engagement, promote civic and environmental responsibility, and provide transferable tools for schools. In doing so, the study extends beyond presenting the project itself to highlight its broader pedagogical implications and its contribution to sustainability education.

2. Materials and Methods

2.1. European STEM Framework

The H2OMap project aligns closely with the European framework for STEM education at the secondary school level, which emphasises interdisciplinary integration, inquiry-based learning, and the application of digital technologies in real-world contexts (European Commission, 2025). European policy documents, such as the STEM Education Policies in Europe: Scientix Observatory Report (Schoolnet, 2018), further highlight that STEM curricula should promote problem-solving, critical thinking, and collaborative learning through authentic tasks that connect students to their immediate environment. H2OMap responds directly to this agenda by embedding geospatial technologies and guiding students through all the necessary steps of digital cartography: (i) establishing the project base in QGIS software, including the addition of raster layers such as orthophotos or the use of OpenStreetMap tiles as background maps; (ii) creating new vector layers to define fields for data entry or to produce delimitations (points, lines, polygons); and (iii) exporting these projects to the mobile application (Qfield) and subsequently managing the linked database. This workflow facilitates participatory mapping and enables cultural heritage analysis to be integrated into the secondary classroom, thereby linking science, technology, engineering, and mathematics within a socially and environmentally meaningful context.

Recent European STE(A)M frameworks extend this vision by emphasising creativity, design, and cultural meaning as integral to addressing complex challenges (Chappell et al., 2025). In this sense, the “A” of Art in STEAM reinforces H2OMap’s approach of linking technical competences with cultural heritage, showing how digital mapping and cultural perspectives can be combined to strengthen transversal competences (such as critical thinking, problem solving, and collaboration) that are essential for active citizenship.

2.2. Context of the Study

To develop this international educational initiative, a partnership was established involving three universities: Universitat Jaume I of Castelló (Spain), the University of Pavia (Italy), and the University of Alicante (Spain) working collaboratively to design and refine innovative educational tools. Complementing this academic expertise, four secondary schools participated as active partners: the Secondary School of Penyagolosa (Spain), Instituto Superiore Tamarelli Foscolo (Italy), Agrupamento de Escolas de Campo Maior (Portugal), and Agrupamento de Escolas nº 3 de Elvas (Portugal). These schools played a critical role in the action research process by operating the tools in real classroom contexts, providing feedback for iterative improvement, and contributing to the development of case studies that document the educational impact of the project.

Accordingly, the methodology was structured as an iterative action research process, following plan–act–observe–reflect cycles (Kemmis et al., 2014). For instance, in the first year, the universities planned and developed the methodological guide and mobile app (plan), which were then piloted in teacher training sessions and classroom settings through the e-learning courses (act). Teachers subsequently transferred this knowledge to their students during the school year, and the Learning, Teaching, and Training Activities (LTTAs) provided opportunities for collaborative fieldwork. Feedback on both technical usability and pedagogical integration was collected from teachers during the e-learning courses and from students and teachers during the LTTAs (observe). This led to refinements such as simplified tutorials, improved database upload procedures, and the introduction of personalised tutoring sessions delivered by university researchers to teachers prior to subsequent LTTAs, ensuring the correct implementation of mapping activities (reflect). These revised resources were then redeployed in the following cycle, ensuring continual alignment with classroom practices and curricular needs.

The main Intellectual Output (IO) developed in the project is a multiplatform system (based on a mobile application, database, and the creation of the StoryMaps) designed to identify, geolocate, catalogue, and showcase water-related cultural heritage, in line with recent initiatives that integrate mobile apps and GIS mapping to engage students in water heritage preservation and awareness (Buragohain et al., 2024). To this end, a comprehensive methodological guide was produced, combining theoretical frameworks with practical case studies to support implementation. To facilitate the effective integration of these resources into classroom practice, two e-learning courses were created specifically for secondary school teachers. These courses provided training on how to apply the tools in the educational framework, enabling teachers to incorporate innovative, technology-supported approaches to heritage education. They were designed in alignment with current pedagogical perspectives on ICT integration in secondary education, emphasising practical, subject-specific applications and encouraging reflective teaching. As highlighted in Leask and Pachler (2013), equipping educators with the skills to effectively use digital tools is crucial for enhancing student engagement and learning outcomes across disciplines.

2.3. Methodology

To successfully implement the project, a theoretical–practical methodology was designed and applied consistently over the three years of its duration (Figure 1). This approach comprised two main phases. First, the universities developed a suite of technologies (including a methodological guide and a mobile application in the first year, a database in the second, and the StoryMaps in the third) and designed two e-learning courses to train high school teachers in their effective use. Then, each year a one-week mobility programme for secondary school students was organised in Castelló (Spain), Pavia (Italy), and Campo Maior (Portugal), respectively. During these exchanges, students explored a patrimonial route, identifying challenges and suggesting improvements to the tools. This feedback was incorporated into successive iterations of the resources, ensuring continual refinement. Place-based education approaches like this promote meaningful learning by connecting students with their local context and encouraging deeper engagement through experiential activities (Yemini et al., 2025). Each route was subsequently documented as a case study within the methodological guide. By the conclusion of the project, this process produced a set of high-quality, ready-to-use educational tools grounded in collaborative practice and iterative development. This experiential model aligns with Hart and Nolan (1999) emphasis on fieldwork as a means of cultivating critical awareness and civic engagement, demonstrating how place-based education can promote active citizenship.

Complementing this methodological work, another critical dimension of the project was its coordination–dissemination management, which were essential to its success. Notably, its European scope enabled institutions across different countries to strengthen their international ties and share expertise. The combination of educational organisations operating at different levels (universities and secondary schools) proved to be particularly valuable. This collaboration not only brought mutual adaptation and understanding but also contributed to a smoother educational transition for students, especially in STEM disciplines, by bridging the gap between secondary and higher education practices.

In projects of this nature, effective management plays a crucial role in achieving meaningful outcomes. At the coordinating institution, four different research groups participated, which proved to be particularly valuable in enabling researchers to build stronger professional relationships, define shared objectives, and establish alliances for future collaborations. To support this process, clear management protocols were put in place, including bimonthly online meetings and semi-annual face-to-face gatherings to maintain alignment and monitor progress. Additionally, a dedicated private area was developed within the project website to facilitate administrative tasks. This secure space, accessible exclusively to project partners, allowed each team to track the progress of their activities and update budget information efficiently.

Finally, it is important to emphasise that in this type of inter-institutional projects, dissemination activities and the communication of results are essential. These processes not only validate the project’s outcomes but also contribute to knowledge transfer and community engagement. As highlighted by Strano et al. (2021), systematic communication strategies are crucial to extend the impact of place-based initiatives beyond the initial context and promote broader educational transformation. To this end, nine dissemination events (Multiplier Events: national and transnational conferences) were organised, with one held in each participating country every year, enabling the project and its tools to be presented to a wide range of stakeholders beyond the partner institutions, including other schools, researchers, public authorities, conservation organisations, irrigation associations, and other relevant entities. In addition, project members participated in innovative educational conferences and heritage-related events to present and highlight the value of the multiplatform system. Articles were also published to further disseminate the outcomes. All information about these activities is available on the project website (https://h2omap.uji.es/, accessed on 3 August 2025), where all developed material can be freely downloaded in the different languages of the project (English, Spanish, Italian, and Portuguese). Lastly, to achieve higher dissemination impact, the project achieved visibility across social networks while also engaging with conventional media such as radio and the digital press.

3. Results

This section analyses the educational outcomes emerging from the three intellectual outputs developed within the H2OMap framework, focusing on how they were applied in schools and how they contributed to strengthening the digital competences of teachers, enhancing the participation of students in the heritage and promoting connections between curriculum, community, and sustainability.

• IO1: Methodological Guide
  The methodological guide1 provided a structured framework for integrating ICT into heritage education, enriched with case studies from Spain, Italy, and Portugal. From the analysis presented here, teachers valued the guide as a concrete resource for lesson planning, particularly in linking cultural heritage with curricular requirements in history, geography, and environmental studies. Its regionally adapted examples offered practical ways of situating digital activities within local contexts, which enhanced relevance and student interest. Moreover, the guide proved useful beyond the school environment: local authorities and cultural organisations reported that it served as a bridge between educational practice and community heritage initiatives. Taken together, IO1 enabled teachers to adopt ICT-supported, cross-curricular practice and strengthened collaboration between schools and external stakeholders.
• IO2: E-learning Courses
  The e-learning course2 trained teachers in the use of ICT tools through GIS-based systems, cartography development, spatial data models, heritage documentation workflows, and creation of StoryMaps, with a focus on embedding them into active learning methodologies. The evidence discussed in this paper shows that participants reported increased digital competence and greater confidence in implementing ICT within their teaching practice. Teachers particularly highlighted the usefulness of these tools for transforming history and geography into engaging, interactive, and practice-oriented subjects. By analysing their feedback, the article demonstrates how IO2 helped reduce the gap between students’ everyday digital fluency and the demands of curricular content. Furthermore, the courses provided a platform for teachers from different regions to exchange experiences, contributing to the creation of informal professional learning networks.
• IO3: Educational Multiplatform
  The multiplatform system, consisting of a mobile application (Figure 2), an online database, and a geoportal, was evaluated in terms of its direct impact on teaching and learning practices. The mobile application allowed students to map more than 100 hydraulic heritage elements during fieldwork, linking digital skills with cultural knowledge. Teachers reported that these activities strengthen collaboration, encourage responsibility for the preservation of local resources, and provide a deeper sense of ownership over the learning process. The online database further extended these outcomes by enabling students to curate and interpret georeferenced data, enhancing their data literacy and research competences. Finally, the geoportal and its interactive StoryMaps allowed both teachers and students to visualise heritage elements within broader historical and geographical narratives. This resource helped to connect individual observations with systemic patterns, deepening conceptual understanding while making heritage more tangible and accessible. In the analysis, IO3 is presented as a model of how ICT can be used to create participatory, interdisciplinary, and socially relevant learning environments.
  The three intellectual outputs provide evidence that the integration of ICT in heritage education yields outcomes that extend beyond technological innovation. The work highlights how these tools support teachers in acquiring digital competences, enable students to engage actively with their cultural environment, and promote networks between schools, universities, and local communities. These results demonstrate that ICT can enhance not only the technical dimension of education but also its capacity to connect learning with lived experience, strengthen civic responsibility, and support sustainability.

Furthermore, the project has produced other Intangible Results (IRs) of significant value beyond the previous intellectual outputs, which include the following:

• IR1: The teachers in the participating high schools learned to use new educational tools. Although 11 teachers were permanently linked to the project, a total of 24 were initially planned to participate across the different activities throughout its duration. By the end of the project, however, the number increased to 35, representing a 45.8% growth compared to the expected 24. In addition, two schools implemented activities to promote these tools more widely within their centers, enabling additional teachers to adopt them in their own classrooms, thereby supporting STEM through interdisciplinary education. Since all materials were designed as open access, the initiative can be readily adopted by schools beyond the project partnership, as evidenced by downloads of the methodological guides in different languages (English: 213; Italian: 66; Portuguese: 50; and Spanish: 61). Moreover, the open-access e-learning courses uploaded to YouTube have received an average of 22 views per video, further extending the project’s reach.
• IR2: The students from the participating high schools strengthened their ICT and STEM skills, facilitating their future integration into the labour market. Interest in the knowledge and use of the tools is evident in the fact that, although the project design initially considered 10 students per school (a total of 120 across the three mobility programmes for field testing, aged 14–16 years), the actual number of students who participated in the activities reached 184. Analysis of the completed fields shows that the most frequently and consistently filled field was the image upload, reflecting strong student engagement with visual documentation. This tendency aligns with the findings of Ponsoda-López de Atalaya et al. (2023), who observes that, as in this project, students often state that “Using photographs in the classroom leads to increased motivation and interest among students, since the visual aspect of the images is more intriguing than any other resource.”
• IR3: Both students and teachers participating in the project (more than 200 people) acquired new sensitivity regarding the social and educational value of historical hydraulic heritage, reinforcing their civic responsibility to safeguard it. This interest in the preservation of hydraulic heritage—both for its historical dimension and as a key component of the ecosystem—was particularly evident in interviews conducted after field activities. For example, in response to the question “Why is water important?”, one student reflected: “The most impressive thing that we have done during this journey is the route inside nature that helped us to discover and learn the importance of all the water inside the ecosystem.” Similarly, when asked to highlight a heritage element in their city, participants frequently emphasised the adaptive uses of these infrastructures across different eras, shifting from work-related purposes in the past to tourism boosters today: “In our city there is a river and artificial canals; in ancient times they were important for merchants and commerce, and now they are important for tourism and water sports.”
  This new awareness was not limited to direct participants but was also transferred to more than 550 additional attendees engaged in dissemination events (such as the nine Multiplier Events), broadening the project’s impact on heritage appreciation and conservation attitudes within local communities; Figure 3.
• IR4: Finally, this project effectively facilitated collaboration, mobility, innovation, and the establishment of enduring networks and partnerships among European educational institutions. These achievements have significantly enriched the educational experience and contributed to the personal and professional growth of participants. During the project, eight virtual meetings were held for continuous monitoring and planning of actions, complemented by six previously scheduled transnational meetings, plus an additional closing meeting to reinforce alliances in view of future European project proposals. To strengthen this network of stakeholders interested in preserving heritage through the use of ICT tools, joint actions were carried out between secondary schools, while universities integrated the project’s themes into their summer schools, using hydraulic heritage as a starting point to reflect on the construction of more sustainable cities. Moreover, the collaborative relationships developed between project partners and municipalities have supported local development and encouraged active citizenship among young people.

An important aspect of this research is the potential for the tools developed to be used well beyond the scope of the project itself. Transferring the resources designed and tested during the project to other Spanish, Italian, and Portuguese high schools is straightforward, as they can begin cataloguing their local heritage by creating new case studies and enriching the shared database. This approach opens up valuable opportunities, especially in small or rural municipalities, where such activities enable students to explore and appreciate their immediate environment and contribute to local development as active citizens.

The tools can also be applied to other types of heritage, such as historical monuments, architectural sites, and additional points of interest. Moreover, the heritage records mapped by students comply with Open Geospatial Consortium (OGC) standards, making them interoperable with any geographic information management system or tool. As a result, information collection remains independent of the project’s platform and can be reused by other institutions or incorporated into complementary initiatives. This offers significant potential for transferability and impact, always supported by the methodological guide and e-learning courses that facilitate their effective use.

4. Discussion

Heritage is broadly conceptualised as ’the meanings attached in the present to the past’ and, more particularly, ’knowledge defined in social, political, and cultural contexts, including the tangible, the intangible, and the virtual’; a means of communication and a medium for the transmission of ideas and values, producing and distributing cultural codes both locally and globally (Silverman, 2011). Thus, the concept of heritage is an intricate tapestry that intertwines social narratives, cultural identities, and historical legacies, fundamentally shaping contemporary perspectives. Vecco (2010) underscores the need for a comprehensive approach to heritage that transcends singular monuments, encompassing their broader contextual significance. Similarly, a critique of the traditional aspect of (tangible) heritage calls for a better connection between heritage, its management and planning, and the real-life experiences of communities; a more reflective representation of their values and perceptions; and the adoption of a ’broader’, more inclusive, and forward-thinking approach (Turnpenny, 2004).

Regarding the significance of studying cultural heritage, Blanco et al. (2019) highlight its pivotal role in understanding human interactions with water resources, particularly in regions with diverse water usage infrastructures (Hermosilla & Iranzo, 2014). UNESCO (2005, 2022) advocates for youth involvement in heritage preservation, while ICOMOS: International Council on Monuments and Sites (2019) through Climate Change and Heritage Working Group emphasises the vital link between education and conservation strategies. Heritage transcends the past and actively influences the present, promoting social sciences education and citizenship. Traditional water-related systems are a vital link between cultural identity and sustainable development, especially in regions with diverse water-use infrastructures. Understanding their importance in the Mediterranean arc underscores the need for innovative educational strategies that intertwine conservation with civic and environmental responsibilities. This intersection is crucial for building a shared commitment to protect them and advance towards cultural sustainability.

Embedding heritage education within educational curricula and ensuring that its implementation aligns with the specific requirements of learners and educators is a key aspect in achieving the mentioned intersection. However, institutions often have difficulties effectively incorporating interdisciplinary and curricular content related to heritage into their programmes. This situation can lead to heritage aspects being neglected in curricula, relegating students to a passive role as observers rather than involving them as active participants (García-Esparza et al., 2023). Therefore, basic concepts for the rediscovery, understanding, and reinterpretation of the heritage landscape are established. Using these concepts as a starting point requires an understanding of the socio-cultural perspective of the landscape. The success of valorisation largely depends on the social perspective that complements the actions, not in terms of literal reconstruction, fossilisation, or scenic reinterpretation through other authors and scenic landscapes (Olwig, 2016), but in terms of the importance of identity and culture in the collective memory of communities.

Building on these theoretical perspectives, the H2O Map project demonstrates how heritage education can be translated into practical, innovative learning experiences. Specifically, such initiatives challenge traditional classroom-based approaches and enable students to engage directly with heritage. They help break down the barriers of initiatives typically designed for general audiences, offering experiences that school communities are not usually exposed to within conventional education. Using formats that promote active interaction with cultural resources (such as employing mobile phones for cataloguing) transforms an everyday device into a bridge between two realities that coexist but rarely intersect. Importantly, these activities extend beyond simply transmitting historical, architectural, or landscape information. They are designed to highlight the value of these forms of architecture and their potential to strengthen identity, creating meaningful connections between students and the cultural context.

Based on these principles, if we want to incorporate heritage pedagogy in high schools, it is essential to adopt innovative approaches that connect learning with students’ own life experiences so that they are genuinely motivated to engage with it (Ávila-Ruiz, 2005). The project also demonstrated how ICT-based activities, such as participatory mapping and fieldwork, can connect heritage education with students’ lived experiences, making learning more meaningful and fostering stronger emotional ties with their cultural environment. This is known as the socialisation of heritage (López, 2016), in which the aim is for pupils to make decisions about their own conservation based on the analysis and assessment of heritage (Estepa, 2009). Added to this is the importance of incorporating new tools, such as ICTs, that allow for quick and easy geographic localisation. This incorporation of geotechnologies and the democratisation of geographic data (standardised and open) gives rise to what is known as Collaborative Cartography (Goodchild, 2007), which favours the acquisition of transversal competencies in students such as teamwork, critical judgement, tolerance, etc., while favouring the local development of populations and a sense of belonging to a place. Equally important, the project strengthened teachers’ digital competences by equipping them with practical skills in GIS, databases, and StoryMaps, thereby enabling more effective integration of ICT into classroom practice. Fusing ICTs, STEM methodologies, and participatory approaches catalyses educational innovation and creates opportunities for students to explore, appreciate, and actively participate in documenting cultural assets. At the same time, these strategies equip teachers with the skills needed to guide transformative learning. By strengthening ICT competencies and promoting interdisciplinary connections, educators play a crucial role in cultivating students’ sense of belonging and appreciation of these elements within their communities (IR1).

All too often, when external funding ends, projects lose momentum and their impact diminishes. For this reason, it is essential to emphasise the lasting potential and relevance of initiatives such as the H2O Map. One of the project’s distinctive contributions is the collaboration between secondary schools and universities. It is also necessary to ensure that the tools are designed with accessibility, privacy, and usability in mind, so that their adoption remains feasible and impactful beyond the project’s funding period. Similarly, anonymous internal operational tests were carried out before implementation. Although such joint work is not common practice and initially presents challenges in aligning objectives, it has proven highly beneficial for students, particularly in supporting their educational transition. The integration of ICT tools within a transnational framework fostered collaborative networks between universities and secondary schools, strengthening the exchange of expertise and creating transferable models for future heritage education initiatives. This approach is especially valuable in the context of STEM education. In this regard, it is important to encourage researchers in the scientific fields to engage with Erasmus+ programmes, which are sometimes overlooked as potential avenues for collaboration. Participation in these initiatives can create long-term networks and generate new opportunities for future projects and joint activities. Furthermore, it is worth noting that this programme can serve as an initial step toward more competitive European funding calls, as it provides evidence of preliminary results and effective practices (IR4).

The effectiveness of these educational strategies also underscores the importance of ensuring their continuity and adaptability beyond the initial funding period. Ensuring sustainability requires not only long-term commitment but also the capacity to transfer project outcomes to other contexts. Another critical aspect is the transferability of the project outcomes. In this case, researchers specialised in hydraulic heritage can use the platform, but it is also adaptable to other types of heritage resources. Additionally, an important dimension is the potential to contribute to the local development of small municipalities. For example, local high schools can design tourist routes highlighting sites of cultural interest within their communities, enabling students to engage actively with their surroundings and assume a more participatory role as citizens.

Finally, it is important to highlight several considerations related to project management. Effective coordination requires the redistribution of adequate resources, particularly human resources. Establishing clear protocols among partners at the outset of the project demands time and effort but proves highly effective over the long term. In this initiative, a dedicated management platform was developed within the private area of the project website to facilitate administration. Sustaining motivation across the team is also essential. In addition to defining clear objectives and distributing tasks, maintaining continuous engagement through regular, smaller-scale initiatives can help preserve consistent progress. Moreover, regular online meetings and face-to-face interactions have been critical to effectively coordinate actions. In this case, the number of teachers and students participating in the activities increased significantly beyond initial expectations as a direct result of this comprehensive management plan. Overall, the project results were highly successful when evaluated against all established impact parameters.

5. Conclusions

The conclusions encompass multiple dimensions, ranging from theoretical reflections on the significance of heritage in education to the project’s tangible outcomes and its prospects for sustainability and impact. In particular, they underscore the project’s success in strengthening interdisciplinary collaboration, developing innovative educational tools, and cultivating a broader social appreciation of cultural legacy. Specifically, the following aspects can be highlighted:

Innovative pedagogical strategies redefine traditional classroom learning by immersing students directly in the exploration of patrimony, positioning them as active participants rather than passive observers. This approach emphasises the use of interactive formats that encourage meaningful engagement with heritage, including the integration of ICTs. It transcends the mere transmission of historical or architectural knowledge by focusing on cultivating an appreciation of cultural identity and recognising the inherent value of ancestral contexts.

A cornerstone of a European project of this nature lies in the careful selection of partners. In this successful case, the partnership was established through a shared commitment to valuing and preserving HH and a collective ambition to transfer knowledge to future generations by working collaboratively with digital tools. Collaboration between universities and secondary schools has been fundamental, underscoring the project’s dedication to refining the educational tools developed. The methodology integrates the creation of ICT resources by universities with high school teacher training in their application through online courses. Additionally, annual student mobility programmes have provided opportunities to test these tools in practice and gather valuable feedback for their continuous improvement. The integration of secondary schools and universities has also facilitated a smoother educational transition for students, particularly in STEM disciplines. Finally, encouraging scientific researchers to engage in programmes such as Erasmus+ can further expand opportunities for innovative learning and contribute to the preservation of this hydraulic heritage.

The project’s primary intellectual outputs (the methodological guide, e-learning courses, and an educational multiplatform) have led to tangible results that advance heritage education. The methodological guide enables teachers and stakeholders to apply the project’s methodology in classroom settings and includes four illustrative case studies. The e-learning courses equip high school educators with innovative teaching tools that integrate ICT effectively into their practice. Finally, the educational multiplatform comprises a mobile application for data collection and geolocation, a database, and a geoportal that facilitate the mapping and cataloguing of patrimony. Collectively, these resources demonstrate the project’s success in enhancing heritage education through the use of digital technology.

The success of this type of initiatives can be attributed to robust coordination and management strategies. Regular online meetings, face-to-face interactions, and a dedicated private online platform streamlined communication among partners. In addition, a project management platform tailored to the initiative’s specific requirements was developed to support transparent progress monitoring, financial oversight, and task allocation (elements that are essential for effective international collaboration).

Finally, conclusions concerning the impact and sustainability of such educational innovations are given below.

Dissemination is crucial to engaging stakeholders beyond the associated institutions. Several communication channels were used, including conferences, multiplier events, publications, a dedicated project website offering open-access tools, and social media. These efforts ensured widespread visibility and emphasised the project’s outcomes and the tools developed.

Beyond its intellectual outputs, the project’s intangible impacts on teachers, students, and participants in dissemination events are significant. High school teachers gained new educational tools (IR1), while students acquired ICT and STEM skills (IR2). Moreover, approximately 200 participants developed a heightened sensitivity towards historical water-related systems, reinforcing their sense of civic responsibility (IR3). The tools’ adaptability for use in other schools and municipalities, along with their potential to support broader heritage mapping, underscores their social relevance and applicability beyond historic water infrastructures.

Sustainability in educational projects extends beyond initial funding periods. The longevity and impact of initiatives like the H2O Map project depend on their capacity for collaboration and transferability. This project successfully promotes cooperation, mobility, innovation, and the creation of lasting networks and partnerships among educational institutions across Europe, thereby enriching the educational experience and supporting participants’ personal and professional development. Additionally, establishing collaborative networks between project partners and municipalities contributes to local development and encourages active citizenship among young people by positioning them as contributors to preserve and enhance their community’s legacy. These conclusions underscore the importance of experiential and innovative approaches in heritage education, the need for continuous collaboration between educational institutions, and the value of strategic project management to ensure long-term impact and success.

6. Research Ethics

Researchers commit to this work fully complying with the applicable ethical principles from EU legislation, which is nationally endorsed. The specific legislations that applies to our research and communication tasks are Data Protection Directive 95/46/EC of the European Parliament and of the Council (EC, 1995) and the Charter of Fundamental Rights of the European Union (EU, 2000). Ethical issues, specifically those involving volunteers for environmental, urban, and social science research, are an integral part of the methodology. The research raises some sensitive issues (such as observation of places or people’s opinions), and the researchers have informed the volunteers about their rights in protection and privacy issues before any public activity was undertaken.