Learning with Surrounding Heritage: Education, Innovation and Rural Empowerment Along European Pilgrimage Routes

Abstract

This article explores the transformative potential of heritage education in promoting rural development along European pilgrimage routes. Drawing on findings from the Horizon 2020 rurAllure project, this study identifies key training and educational needs among cultural and non-cultural stakeholders in rural areas and proposes a strategic agenda for innovation in heritage-led tourism. Using a qualitative and participatory methodology—including a literature review, expert interviews, and pilot experimentation in Spain, Portugal, Italy, Norway, Hungary, Slovakia, and Romania—the research reveals persistent gaps in digital skills, tourism management, and accessibility. The study demonstrates the value of inclusive, place-based, and digitally enhanced learning approaches in strengthening local identity, enhancing community resilience, and addressing territorial disparities. Building on these empirical insights, the article proposes a strategic research and innovation agenda for heritage-led tourism, aligned with European policy priorities, offering actionable recommendations for policymakers and practitioners. Ultimately, the article positions pilgrimage routes as learning landscapes—spaces for educational innovation, cultural sustainability, and territorial cohesion.

1. Introduction; Pilgrimage Routes as Laboratories for Innovation in Rural Heritage Education

Pilgrimage routes have historically been vectors of mobility, spirituality, and cultural transmission. Today, they offer a powerful lens through which to explore the role of heritage education in rural revitalisation. These transnational paths—such as the Camino de Santiago, the Via Francigena, the Olav’s Way, or the Mária Út—traverse vast and diverse rural landscapes that are often characterised by demographic decline, economic fragility, and institutional marginalisation. Despite receiving thousands of visitors each year, the socio-economic benefits of pilgrimage tourism tend to concentrate in well-known nodes, leaving many peripheral areas under-recognised and under-resourced [1,2].

Recent research has emphasized the value of heritage as a tool for territorial regeneration, particularly when combined with educational strategies and community involvement [3,4,5]. Educational approaches that integrate digital technologies, gender perspectives, universal accessibility, and collaborative work are increasingly relevant in the formation of sustainable heritage communities [6].

This article argues that pilgrimage routes can serve as living laboratories for educational innovation and territorial transformation. Drawing on the Horizon 2020 project rurAllure, it explores how the activation of lesser-known rural heritage assets—tangible and intangible, cultural and natural—can strengthen local capacities, promote community engagement, and foster inclusive development. The focus is not only on heritage preservation, but on how heritage becomes a medium for lifelong learning, digital inclusion, and civic participation [3,7].

The conceptual framework of this study bridges heritage education, rural development, and inclusive mobility. Universal accessibility in these linear cultural contexts must therefore be understood in a broad and integrated sense, encompassing not only physical continuity but also sensory, cognitive and informational dimensions that condition how heritage is perceived, interpreted and appropriated [8,9]. This holistic perspective aligns with international frameworks such as the UN Convention on the Rights of Persons with Disabilities and the Sustainable Development Goals, which recognise access to culture as a fundamental component of social inclusion and territorial cohesion. When coupled with heritage education and inclusive interpretation strategies, accessibility principles contribute to transforming routes into learning landscapes capable of reinforcing social participation and community empowerment [10].

In European pilgrimage routes, accessibility acquires additional relevance due to their configuration as complex mobility systems that interconnect dispersed heritage assets, rural settlements and everyday infrastructures, generating cumulative spatial experiences rather than isolated site-based encounters [11]. Empirical analyses along the Via Francigena reveal how discontinuities in pavements, gradients, signage and information design progressively affect route legibility, user autonomy and continuity of movement, particularly for people with reduced mobility or sensory limitations [12]. These findings reinforce the need to approach accessibility at corridor-scale, integrating surrounding heritage and landscape features within coherent spatial strategies.

At the architectural and site level, the literature continues to highlight the constraints imposed by heritage conservation on the implementation of standardized accessibility solutions, particularly in historic structures where material preservation and spatial integrity limit physical interventions [13]. Current approaches increasingly privilege reversible and context-sensitive adaptations complemented by digital mediation and interpretive tools, allowing accessibility improvements while maintaining heritage values [9,14]. Qualitative studies further indicate that accessibility conditions influence not only mobility but also users’ sense of comfort, autonomy and engagement with heritage environments, reinforcing the experiential dimension of inclusive design [15].

Despite these advances, bibliometric evidence indicates that cognitive accessibility, ageing populations and rural territorial contexts remain comparatively underrepresented in scientific production [9]. Moreover, many assessments still focus on individual sites, whereas fewer studies address networked heritage systems in which cumulative accessibility determines real usability and social impact [12]. These limitations underline the need for integrative methodologies capable of linking physical diagnostics, digital tools and territorial coherence, positioning accessibility as a transversal component of heritage quality, educational potential and long-term territorial resilience.

This study and the rurAllure project framework distinguish themselves from related initiatives through their specific scope and integrated methodology. For instance, while the RURITAGE project pioneered the ‘Rural Heritage Hub’ model for systemic regeneration based on Cultural and Natural Heritage [16], its focus is broader, not specifically tailored to the linear, mobility-driven context of pilgrimage routes or their adjacent communities. RurAllure, in contrast, specifically leverages the pedagogical and connective potential of pilgrimage itineraries. It places education, digital literacy, and accessibility at the centre of its strategy for activating surrounding heritage, targeting a wide spectrum of stakeholders—from municipal planners to local artisans and residents. This constitutes a novel, route-centred educational approach that complements area-based regeneration models. By comparing findings across four diverse European routes, this research also provides a comparative perspective often absent in single-case studies, offering transferable insights into how educational innovation can address common rural challenges within distinct cultural and geographical settings.

The study is grounded in a critical heritage education perspective that views learning as a participatory, place-based, and transformative process [17]. This approach considers local communities not merely as passive recipients of heritage tourism, but as co-creators of knowledge and agents of sustainable change. It also aligns with the Faro Convention’s call to empower “heritage communities” through democratic access, intergenerational dialogue, and contextualised practices [16,18].

In addition, the integration of digital technologies plays a central role in bridging territorial inequalities and expanding access to cultural experiences. Digital tools—such as georeferenced mapping, mobile storytelling, and collaborative content platforms—are increasingly vital in rural contexts where visibility, infrastructure, and professional training remain limited [19,20].

Based on empirical work developed in four pilot regions—Spain and Portugal (Camino de Santiago), Italy (Rome Ways), Norway (Olav Ways), and Hungary–Slovakia–Romania (Mária Út)—this article addresses two core objectives: (1) to identify the educational and training needs of cultural and non-cultural stakeholders in rural areas surrounding pilgrimage routes; and (2) to propose a research and innovation agenda that supports policy, training, and governance frameworks rooted in local knowledge and inclusive heritage practices. By addressing these two dimensions, this article aims to contribute to the design of more inclusive, participatory and future-oriented heritage education policies for rural Europe.

Although derived from European pilgrimage routes, the identified training needs (digital competencies, accessibility, governance coordination) are similarly relevant to pilgrimage and heritage corridors in other regions, where dispersed rural governance, multilingual visitors, and uneven digital infrastructure pose comparable challenges; research on the development of pilgrimage tourism in Latin America, for example, highlights that lessons from the Camino de Santiago can inform the design and operation of pilgrimage routes in the region, supporting local governance, stakeholder coordination, and visitor experience strategies [21].

Methodologically, the study applies a qualitative, multi-sited, and participatory approach combining literature review, stakeholder interviews, and field experimentation. This design captures the diversity of rural contexts and amplifies the voices of actors from different sectors—public, private, academic, and civil society—who are actively engaged in heritage governance.

This article contends that strengthening competences in sustainable tourism, accessibility, and digital literacy is essential to addressing the structural challenges facing rural Europe. Moreover, it argues that heritage education can act as a strategic lever to articulate local identities, promote territorial resilience, and integrate heritage into contemporary frameworks of social innovation.

In doing so, the work contributes to the expanding field of heritage-led rural development and to ongoing debates around cultural sustainability, digital transformation, and social innovation. It positions heritage education as a critical lever for unlocking the socio-economic and symbolic potential of rural territories in the vicinity of Europe’s great pilgrimage routes.

2. Theoretical Foundations: Heritage Education as a Driver of Rural Innovation and Rural Empowerment

This study is theoretically grounded in the intersection of heritage education, rural development, cultural sustainability, and participatory innovation. Over the past two decades, there has been growing recognition of the value of heritage education as a catalyst for territorial transformation, particularly in rural areas affected by demographic and economic decline. In this context, heritage is no longer viewed as a static asset, but rather as a dynamic, lived, and evolving set of resources that communities can mobilize to strengthen identity, foster resilience, and co-create sustainable futures [16,17].

Pilgrimage routes such as the Way of Saint James, the Via Francigena, the Olav’s Way in Norway, or Mária Út in Central Europe offer a powerful spatial and symbolic framework for this transformation. Embedded in diverse environments and traditions, these routes serve as ideal laboratories for exploring the role of surrounding heritage—that is, the cultural, natural, and intangible assets found along or adjacent to these routes—in sustainable development strategies [22,23].

Scholars such as Bambi et al. [24] and Makuc [1] emphasize that activating rural heritage can become a key driver for socio-economic regeneration. This is particularly relevant in areas that are not traditional tourist destinations but possess rich cultural resources, including vernacular architecture, crafts, food traditions, oral histories, and religious practices. When properly valued and interpreted, these elements can attract new visitors, diversify local economies, and reinforce territorial identities.

However, this potential often remains underutilized. Trono and Castronuovo [2] and García-Delgado et al. [25] note that the economic benefits of pilgrimage tourism tend to concentrate in a few well-known locations, while many rural territories remain peripheral to the main flows. Juárez Sanchez et al. [26] further underline that unless local actors are actively involved in tourism and heritage governance, they risk becoming passive recipients rather than co-creators of development.

This issue is central to the rurAllure project, which promotes lesser-known rural heritage through digital innovation, inclusive narratives, and community empowerment. It builds on the idea that pilgrimage routes are not only physical pathways but also platforms for education and participation. The project adopts a multi-level strategy: identifying educational and training needs, developing community-based digital tools, and facilitating the co-creation of narratives that reflect local values and histories [6].

This perspective resonates with broader reflections on how heritage is not only taught, but lived, felt, and shared. Learning extends beyond institutional settings, taking shape through everyday practices, interpersonal interactions, and emotional connections. Toker and Rezapouraghdam [27] highlight the value of experiential approaches that foster empathy and a sense of belonging—both fundamental for authentic and sustained engagement with heritage.

In rural contexts, these principles translate into educational strategies that are contextualised, multisensory, and rooted in community engagement. Research [28,29,30,31] underscores the potential of heritage education to strengthen social cohesion, foster intergenerational knowledge transfer, and enhance collective well-being—particularly in marginalised or underrepresented territories. These studies also point to the relevance of embedding heritage in lifelong learning frameworks, where education becomes a driver of community resilience, cultural continuity, and inclusive local economies.

The rurAllure project also reflects this vision through its participatory and qualitative methodology, including in-depth interviews and focus groups with stakeholders across four different regions. These conversations reveal a strong desire to reclaim and reinterpret local heritage, but also expose clear gaps in training, access to digital tools, and knowledge of inclusive practices. Addressing these gaps requires more than pedagogical content: it calls for the creation of shared spaces for dialogue, critical reflection, and collective action.

In transnational pilgrimage routes spanning countries with different linguistic systems (e.g., Central and Eastern Europe), language fragmentation emerges as a practical barrier for visitor orientation, training delivery, and stakeholder coordination; participants highlighted the need for multilingual signage, interoperable digital platforms, and mediator roles to ensure functional continuity of the route.

In this sense, digital heritage tools—such as georeferencing, collaborative mapping, and multilingual platforms—are not merely technological innovations, but pedagogical opportunities. They allow rural communities to curate and share their own heritage narratives, participate in knowledge economies, and connect with visitors in more meaningful and respectful ways. The development of digital competencies becomes a key component of broader strategies for inclusion, visibility, and empowerment.

The conceptual framework of rurAllure also resonates with the RURITAGE project and its development of Rural Heritage Hubs—spaces where local stakeholders engage in participatory planning for territorial regeneration based on Cultural and Natural Heritage (CNH). De Luca et al. [16] describe this as a “community-based methodology” that enhances local capacities, fosters social cohesion, and generates new governance models that incorporate local knowledge into formal planning processes. These hubs support the emergence of “heritage communities,” as envisioned in the Faro Convention [18].

Education plays a central role in these processes. As Achille and Fiorillo [17] argue, heritage education should be understood not only as the transmission of content, but as a transformative practice that cultivates critical awareness, empathy, and agency. In parallel, Velu and Anuradha [7] demonstrate that heritage education significantly enhances entrepreneurial self-efficacy, especially when it is combined with digital literacy, community trust, and supportive institutional ecosystems. Their findings underscore the importance of training and education not only for heritage preservation but also for economic development, particularly among women, youth, and underrepresented groups.

At the same time, it is important to recognize the risks of poorly managed heritage integration. Tang and Xu [20] warn against top-down and commercial approaches that commodify heritage, distort local identities, or exclude marginalized voices. Their review calls for multi-stakeholder governance and authentic dialogue between communities, institutions, and visitors to ensure that heritage development is both equitable and sustainable.

This study embraces such a critical and inclusive perspective. Preliminary findings show enthusiasm for preserving and promoting rural heritage, but also significant challenges: digital divides, limited training opportunities, weak institutional coordination, and the absence of long-term policies. Addressing these requires structural support, investment in local capacities, and—above all—educational processes that empower communities to reclaim, reinterpret, and project their heritage into the future.

Ultimately, learning with surrounding heritage provides a powerful and actionable framework for sustainable rural development. It calls for education that is situated, relational, inclusive, and forward-looking. Pilgrimage routes, with their historical depth and geographic breadth, offer a rich terrain for applying these principles. As Europe moves toward new models of territorial equity, cultural diversity, and ecological responsibility, heritage education emerges as a vital and unifying force capable of linking memory, innovation, and social justice in deeply local and human ways.

3. Methodological Framework

3.1. Research Design and Data Collection

This study is grounded in the empirical work developed within the pilot areas defined by the rurAllure project. These areas function as living laboratories, where thematic cultural experiences are tested and analysed based on local heritage resources embedded in rural territories along European pilgrimage routes. Each pilot engages with specific cultural, historical, social, and economic realities, and reflects different heritage typologies and levels of infrastructure. The four pilot areas include the following (Figure 1):

• The Way of St. James (Spain and Portugal): Focusing on segments of the French Way, the Winter Way, and the Portuguese Coastal Way in Galicia and northern Portugal. The emphasis is placed on existing infrastructure and its role in facilitating rural tourism.
• The Ways to Rome (France, Switzerland, Italy): Exploring selected segments of the Via Francigena, Via Romea Germanica, and Via Romea Strata, with a focus on thermal heritage and its historical-cultural relevance.
• The Olav Ways (Norway): Centred on routes along the western shore of Lake Mjøsa and the Gudbrandsdalen Valley. This pilot highlights ethnographic heritage and traditional practices in Norwegian rural settings.
• The Mária Út/Csíksomlyó Route (Hungary, Slovakia, Romania): Covering stretches in Eastern and Central Europe, particularly in Hungarian and Transylvanian rural areas, with a focus on natural heritage and religious-cultural integration.

These pilots reflect the geographic and cultural diversity of European rural territories, spanning from Portugal to Romania and from Italy to Norway. Despite their differences, all areas share characteristics commonly associated with the so-called “demographic challenge,” including low population density, economic dependence on agriculture, limited access to services, and peripheral positioning in national development strategies.

At the same time, these areas are extraordinarily rich in heritage—tangible and intangible—although such resources are often dispersed and underutilized. Through the strategic design of routes, rurAllure promotes the integration and valorisation of this surrounding heritage, building new narratives and enhancing visibility.

The research adopted a qualitative, multi-location, and participatory approach. The methodological process integrated three complementary phases: a systematic literature review, in-depth semi-structured interviews, and participatory content analysis informed by field experimentation. While contextual socioeconomic and demographic indicators were consulted to characterize the pilot regions, these quantitative data served solely to frame the territorial context and did not form part of inferential statistical analysis.

A comprehensive review of the literature and existing statistical sources was conducted to understand the challenges and opportunities faced by rural territories along the selected pilgrimage routes. This review was guided by thematic searches in academic databases such as Scopus and Web of Science, using keywords related to heritage education, rural development, pilgrimage routes, accessibility, and digital innovation. Special attention was given to social, economic and cultural indicators characterizing these regions, as well as to relevant European policy frameworks, including the Council of Europe’s Faro Convention and the European Union’s Horizon Europe programme.

This phase helped define the context and identify preliminary gaps in knowledge and policy, forming the conceptual foundation for the empirical study.

A total of 16 in-depth semi-structured interviews were carried out across the four pilot areas. The selection of participants aimed to ensure representation from four strategic sectors: public, private, third sector, and academia. Local coordinators within each pilot were asked to identify individuals meeting the following criteria:

• Public sector: Representatives of local or regional public administrations involved in tourism, culture, or rural development.
• Private sector: Professionals from tourism-related businesses or cultural enterprises.
• Third sector: Members of NGOs, associations, foundations, cooperatives, or civil society organizations linked to cultural or community initiatives.
• Academic and research institutions: Experts with a background in cultural heritage, tourism, or rural innovation, aligned with the project’s objectives.

Table 1. Profile of Experts Interviewed by Sector and Pilot Area.

Pilot Area	Public Sector	Private Sector	Third Sector	Academic/Research	Total
Santiago de Compostela (ES, PT)	1: Tourism technician, regional gov.	1: Rural accommodation manager	1: Camino association leader	1: University professor (Heritage Studies)	4
Rome routes (FR, CH, IT)	1: Regional cultural officer	1: Spa operator	1: Local NGO (thermal heritage)	1: Academic (Religious tourism)	4
Trondheim (NO)	1: Cultural heritage planner	1: Craft business owner	1: Pilgrim center coordinator	1: Researcher (Ethnography)	4
Csíksomlyó/Mária Út (HU, RO, SK)	1: Local development agency	1: Ecotourism entrepreneur	1: Religious foundation rep.	1: Heritage researcher	4
Total	4	4	4	4	16

summarizes the profile and distribution of the interviewed stakeholders.

Each interview followed a similar structure, focusing on the identification of training and education needs related to the management and promotion of rural heritage and pilgrimage-related tourism. Interviewees were invited to reflect on the following:

• Knowledge and skill gaps among cultural and non-cultural stakeholders.
• Perceived barriers to professional development in rural tourism.
• Opportunities for innovation in heritage interpretation.
• Priorities for future research and policy design.

Thematic coding was used to analyse the transcriptions, enabling the identification of cross-cutting issues and locally specific demands. The analysis revealed shared concerns regarding digital skills, accessibility, language training, inclusive communication strategies, and coordination between public and private actors.

A final step of the methodology focused on the formulation of a research and innovation agenda for rural cultural heritage in the vicinity of pilgrimage routes. This agenda is intended to inform both local strategies and transnational funding frameworks (e.g., Horizon Europe).

The development process involved the following:

• Identifying thematic areas relevant to rural heritage, digital tools, tourism, education, and community participation.
• Mapping knowledge gaps and reviewing existing recommendations from literature and stakeholder input.
• Synthesizing findings into a roadmap including long-term research lines, innovation priorities, and mechanisms for stakeholder engagement.

The interviews aimed to identify priority research, training, and educational needs among cultural and non-cultural stakeholders involved in promoting rural heritage and museums along pilgrimage routes. Participants were selected based on their professional experience in culture and tourism within rural contexts. All interviews were transcribed and thematically coded to extract key insights related to education, training, and innovation. This process revealed recurring gaps in critical areas of tourism management, including language skills, accessibility, marketing, and digital communication.

Further, the study addresses a set of learning needs identified during the project by proposing and testing different learning models. One expected outcome is the development of a shared research and innovation agenda for rural heritage along European pilgrimage routes, identifying strategic priority areas with strong potential for transnational cooperation and funding. This agenda aims to foster collaborative responses to common challenges, promote educational equity, and unlock the potential of heritage-led rural transformation across Europe.

Complementing the interviews, four focus groups were conducted—one in each pilot region—to facilitate collective discussion and deepen the understanding of shared challenges and opportunities. Each group comprised between 6 and 10 participants, selected to ensure representation across the public, private, third, and academic sectors. The sessions were held in Santiago de Compostela (Spain), Rome (Italy), Trondheim (Norway), and Csíksomlyó (Hungary). All focus group discussions were audio-recorded, transcribed, and analysed using the same thematic coding procedure applied to the interview data.

To ensure the validity and reliability of the findings, a triangulated approach was adopted by combining three complementary data sources: (1) a systematic literature review, (2) semi-structured interviews and focus groups, and (3) empirical insights from the rurAllure pilot activities. Each source offered distinct perspectives on the challenges and opportunities of heritage education in rural areas along pilgrimage routes.

The qualitative data gathered through interviews and focus groups were analysed using a reflexive thematic analysis approach (Braun & Clarke, 2006) [32]. This process involved six phases: (1) familiarisation with the data, (2) generating initial codes, (3) searching for themes, (4) reviewing themes, (5) defining and naming themes, and (6) producing the report.

The coding was conducted manually with support from NVivo 12 software to structure and organise the data. An initial set of 48 codes was generated from the transcripts (e.g., “fear of over-tourism,” “no accessible signage,” “unfamiliarity with geolocation apps”). These codes were then iteratively grouped based on thematic similarity and conceptual relevance into broader analytical categories. For instance, codes such as “lack of social media skills,” “unfamiliarity with geolocation apps,” and “need for website management” were aggregated into a category labelled “Digital Literacy Gaps.”

These categories were subsequently synthesised into the overarching analytical themes that structure the findings. Key emergent themes included the following: (a) gaps in digital literacy and geotechnological use, (b) limited accessibility strategies for inclusive tourism, (c) fragmentation in training opportunities for heritage-related stakeholders, and (d) the potential of heritage to foster social innovation and identity building.

Table 2. Thematic Analysis Framework: From Data to Findings.

Illustrative Data Insight (Anonymized)	Initial Code	Analytical Category	Final Theme
“Many visitors ask about the local history, but we lack a structured narrative to share.”	Unprepared heritage interpretation	Heritage Knowledge and Storytelling	Designing Heritage-Based Experiences
“Our family business is not visible online compared to operators in larger towns.”	Low digital visibility and marketing gap	Marketing and Online Presence	Designing Heritage-Based Experiences
“The historic path has steps and is impossible for a wheelchair.”	Physical barriers at site	Physical Barriers	Making Heritage Accessible to All
“We wouldn’t know how to adapt a tour for someone with a learning disability.”	Lack of cognitive accessibility know-how	Inclusive Communication and Design	Making Heritage Accessible to All
“I’ve heard of geolocation apps but don’t know how to use them to promote our site.”	Unfamiliarity with geotechnologies	Digital Tool Literacy	Using Digital Tools to Tell and Share Heritage
“We record visitor numbers on paper; a digital system would help us understand our impact.”	Analog and non-strategic data management	Data Management and Digital Strategy	Using Digital Tools to Tell and Share Heritage

illustrates this coding framework with selected examples, demonstrating the analytical pathway from data excerpts to final themes.

Finally, a triangulation approach was employed. Insights from the literature were used to contextualise these categories within broader academic and policy discourses, while the rurAllure pilot cases served to validate the findings through real-life experimentation. For instance, the priority for training in digital storytelling tools emerged consistently across all three sources: it was highlighted by local practitioners in interviews, reflected in recent literature (e.g., [28]), and tested in pilot projects involving rural tourism actors.

This integrative approach not only reinforced the coherence of the results but also allowed for a multidimensional understanding of the learning needs and innovation pathways in rural heritage education. By cross-verifying the data from different sources, the study ensures that the conclusions drawn are robust, grounded, and adaptable to a variety of rural contexts in Europe.

3.2. Methodological Reflections and Limitations

This study is exploratory and qualitative in nature. The sample of 16 interviews and 4 focus groups, while purposively selected to capture key stakeholder perspectives across four diverse pilgrimage routes, does not allow for statistical generalization. Instead, the research sought thematic saturation within each pilot context to identify recurring needs, challenges, and innovation pathways. The findings should therefore be interpreted as indicative trends and priorities that can inform further research, policy dialogue, and localized action, rather than as representative conclusions for all European rural areas.

Furthermore, this research was conducted within the framework and constraints of a Horizon 2020 project. While this provided a valuable transnational structure for collaboration and pilot experimentation, it also imposed certain limitations. The project-based nature underscores a critical challenge for sustainable rural development: the transience of funded research initiatives. The community-based methodologies and participatory models advocated here require long-term commitment, embedded institutional support, and adaptive governance to outlive project timelines and achieve lasting impact. Consequently, the recommendations and the proposed innovation agenda are presented as an adaptable framework whose implementation and sustainability depend crucially on continuous local engagement and integration into long-term regional and national policies beyond temporary funding cycles.

4. Designing Rural Heritage Education: Needs, Audiences, and Strategies

4.1. Synthesis of Key Empirical Findings

The qualitative data analysis revealed three principal findings in response to the study’s first objective: to identify the educational and training needs of stakeholders in rural areas adjacent to pilgrimage routes.

Three Priority Capacity-Building Areas were consistently identified as critical for sustainable development: (a) Tourism Management and Marketing, to leverage pilgrimage flows sustainably; (b) Universal Accessibility, as an ethical and qualitative prerequisite for an inclusive offer; and (c) Digital Competencies, for the visualization, interpretation, and collaborative management of heritage.

These needs were articulated differentially across three primary stakeholder groups: local/regional administrations, tourism and heritage professionals, and residents. Each group plays a complementary role and requires a tailored training focus.

The data underscored the potential of pilgrimage routes as learning landscapes, capable of reconnecting communities with their identity and heritage, provided intervention is based on educational innovation and participation.

The following subsections detail these findings and present the co-designed training proposal derived from them.

Extended pedagogical resources and module specifications are available as Supplementary Materials via the project repository [www.rurallure.eu] (accessed on 28 January 2026).

4.2. Empirical Results: Stakeholder Needs and Perspectives

This section details the empirical findings on training needs derived from the qualitative data, presented through the voices of the participants and structured according to the three priority areas identified. The analysis reveals both a strong consensus on fundamental challenges and nuanced differences in perspective among the three primary stakeholder groups.

4.2.1. Tourism Management and Marketing: A Universal Priority with Differentiated Focus

The need for enhanced skills in tourism management was unanimous, yet the emphasis varied by actor. Local administrators framed this primarily as a strategic and governance challenge. For instance, a regional tourism officer in Italy highlighted the lack of coordinated strategy: “There are many small providers along the route, but no common plan to create a cohesive, high-quality offer that benefits the entire territory” (Interview, IT-Public1).

Conversely, tourism professionals focused on practical marketing and visitor engagement. A small hotel owner in Galicia expressed a common frustration: “We are full during peak season, but empty in winter. We don’t know how to attract different types of visitors or tell the unique stories of our village” (Interview, ES-Private1). Local residents added a critical dimension concerning impact management, with one resident in Norway voicing a widespread concern: “More pilgrims are good, but we worry about losing the quiet of our landscapes and the authenticity of our traditions” (Focus Group, NO-Resident).

4.2.2. Universal Accessibility: An Emerging Ethical and Practical Imperative

Accessibility was identified as a significant gap, evolving from a niche concern to a mainstream requirement. Public sector respondents acknowledged this as a policy and infrastructural deficit. A municipal technician in Hungary stated: “Our historic paths are simply not accessible. We recognize this excludes people, but we lack the expertise and funds to redesign them properly” (Interview, HU-Public1).

Tourism providers recognized accessibility as a market opportunity and service quality issue yet felt unequipped. A restaurant owner on the Via Francigena noted: “We would like to welcome everyone, but we don’t know how to assess our own premises or communicate what is accessible” (Interview, IT-Private1). The perspective of residents and third-sector actors introduced the principle of social inclusion, as a representative from a pilgrim association in Spain emphasized: “A pilgrimage should be a spiritually and physically enriching journey for all, regardless of ability. This is a matter of rights, not just tourism” (Interview, ES-Third1).

4.2.3. Digital Competencies: The Cross-Cutting Divide

Digital literacy emerged as the most pronounced and cross-cutting gap, affecting all groups but manifesting differently. Administrators sought skills for territorial promotion and data management. A cultural heritage planner explained: “We need to map and monitor our heritage assets digitally, but our staff aren’t trained in GIS or digital inventory systems” (Interview, NO-Public1).

Business owners highlighted needs tied directly to viability and visibility. A craftsperson in Slovakia said: “My work is based on centuries-old traditions, but I cannot sell it online. I am invisible to the modern pilgrim” (Interview, SK-Private1). Local communities saw digital tools as a means for cultural preservation and narrative control. An elder in a Portuguese rural community remarked during a focus group: “The stories of this place live in the memory of the oldest among us. If we don’t find a way to record and share them digitally, they will disappear” (Focus Group, PT-Resident).

4.2.4. Synthesis of Actor Perspectives

While all groups converged on the critical importance of these three areas, their focal points created a complementary picture:

• Administrations prioritized governance, coordination, and infrastructure.
• Professionals emphasized practical skills, marketing, and daily business operations.
• Residents and Civil Society focused on cultural sustainability, identity, and social impact.

This triangulation of perspectives confirms that the identified needs are not isolated concerns but interconnected dimensions of a common challenge: equipping rural territories with the integrated capacities needed for sustainable, heritage-led development.

4.3. Discussion: Heritage Education as a Strategy for Empowerment and Cohesion

The empirical findings presented in Section 4.2 illuminate the specific contours of the capacity gap in rural areas along pilgrimage routes. This discussion interprets these needs through the dual lens of the theoretical framework established in Section 2 and the broader European policy agenda, articulating the distinct contribution of this study.

From Identified Needs to Strategic Levers. The triad of needs—tourism management, accessibility, and digital competencies—transcends mere skill deficits. It reveals systemic vulnerabilities that, if addressed through education, can become strategic levers for sustainable development. The consensus across diverse stakeholder groups reinforces the argument of Bambi et al. [24] that cultural tourism’s regenerative potential is unlocked only when rooted in integrated territorial strategies. Our findings, however, specify that this integration must be pedagogical at its core, building a common language and shared objectives among actors who perceive the same challenges through different operational lenses (e.g., governance vs. entrepreneurship).

Accessibility as a Catalyst for Inclusive Innovation. The recurrent theme of accessibility extends beyond technical compliance. The data show it is perceived as a complex frontier involving physical infrastructure, communication, and social inclusion. This aligns with and deepens the work of Gillovic and McIntosh [19], positioning universal design not as a cost but as a driver of quality and innovation in rural tourism. The participants’ evolving awareness—from seeing accessibility as a barrier to recognizing it as a right and an opportunity—echoes the principles of the Faro Convention, underscoring heritage education’s role in fostering democratic access and community well-being.

The Digital Divide and the Right to Narrate. The profound digital literacy gap underscores a critical dimension of rural marginalisation: the inability to control one’s narrative in a digital economy. The need expressed by professionals for marketing tools and by communities for digital storytelling platforms highlights a dual demand for both technical skills and what Tang and Xu [20] term “narrative sovereignty.” Heritage education, therefore, must bridge operational digital skills with critical digital citizenship, empowering communities to be curators of their own heritage rather than subjects of external digital representations.

Pilgrimage Routes as Integrated Learning Landscapes. This study’s unique contribution lies in framing pilgrimage routes not merely as economic corridors but as integrated learning landscapes. The convergence of needs across the three themes demonstrates that these routes create a unique socio-spatial context where environmental stewardship, cultural interpretation, economic entrepreneurship, and social inclusion intersect. This validates and operationalises the concept of “surrounding heritage” as a pedagogical resource [6], positioning the route itself as a classroom for place-based, experiential learning that can strengthen territorial identity and resilience, as theorised by Achille and Fiorillo [17].

In summary, the empirical needs to map directly onto a research and innovation agenda for heritage education. They call for a model that is (1) transversal, connecting tourism, tech, and social inclusion; (2) participatory, co-designed with the diverse actor groups whose complementary perspectives are essential; and (3) place-based, leveraging the specific narrative and physical fabric of the pilgrimage route. This approach moves beyond ad hoc training to foster what De Luca et al. [16] define as “heritage communities”—capable, networked, and innovative collectives driving their own sustainable development.

4.4. From Findings to Action: A Co-Designed Training Framework

In direct response to the empirical needs identified and discussed in the preceding sections, this paper presents a concrete, co-designed training framework. Developed iteratively through dialogue with stakeholders in the rurAllure pilot regions, the framework translates the overarching priorities—Tourism Management, Universal Accessibility, and Digital Competencies—into actionable educational modules tailored to the distinct roles of local actors.

This framework moves beyond generic capacity-building by offering place-sensitive and participatory learning pathways. Each module is designed as a flexible template, encouraging adaptation to local heritage assets, specific stakeholder configurations, and available resources. The proposed structure aims to equip rural communities not merely with skills, but with the agency to reinterpret, manage, and share their surrounding heritage sustainably.

The core of the framework consists of three thematic training pillars, each comprising detailed modules:

1. Designing and Promoting Heritage-Based Experiences

This pillar addresses the need to transform cultural and natural assets into engaging, sustainable tourism offers. It focuses on storytelling, experience design, and strategic marketing rooted in local authenticity (see

Table 3. Training Module—Discovering Cultural Heritage.

MODULE TITLE	Discovering Your Cultural Heritage
INTRODUCTION	According to the importance of a better knowledge of local heritage to be protected by those closest inhabitants who live in direct contact with these resources, it would be necessary to show and publicize their singularities in relation to other sites, as well as emphasize other type of heritage (intangible, for example) that is at risk of disappearing and that can explain their singularities and many of the elements present in each territory. Of course, it is important to stress the need to use rigorous and appropriate historical and descriptive content, respecting tradition but providing responsible and coherent information with the help and advice of specialists. To this goal, it will be necessary to provide the necessary tools to understand and value the heritage of each area, and to provide new options for its preservation in a circular economy, where the protection and enjoyment of the territory can be properly managed. Likewise, this proposed program would also allow to know the doubts and problems encountered by the neighbours regarding the knowledge and protection of their heritage, as well as the search for consensual solutions for each problem and to advise those who may need it.
KEY AUDIENCE	Municipalities, associations, customers, local vendors and inhabitants and tourist offices
OBJECTIVES	Identify the local heritage of the different integrated sites. Show pilgrims and visitors the available services in the vicinity of the routes, using some simple strategies with free digital tools. To show the interest of this heritage, as a tool to reinforce its protection and dissemination, and to enable sustainable tourism. To integrate the neighbours/local vendors/interested people of the area, in the new proposals or as direct actors of that heritage. Integrate the local population in the care and protection of its heritage, in order to promote its sustainability. To provide a rigorous and adequate knowledge base on local and territorial heritage, to make neighbours the greatest and best ambassadors of this heritage. “To know is to value, and to value is protect and disseminate”.
THEMATIC CONTENTS (SHORT DESCRIPTION)	Heritage: types, importance, and singularities. Why are they so interesting? History: What, when and why. Preservation of local knowledge: “Knowledge in danger of disappearing”. Use of free and easy digital tools to georeferenced and show interesting sites. Sustainable tourism and accessibility.
INSTRUMENTS (WEBINAR, WORKSHOP, CONFERENCE, SEMINAR, ONLINE COURSE, ETC.)	A short guide with some few theoretical and easily understandable explanations online, paper and audio, considering to use of 3D models. Designing short comics for explaining the local history and the explanation of historical and archaeological sites. Preparation of information adapted to different audiences, where “everyone is included” (children, adults, specialists, people with different disabilities, etc). Short workshops with specialists, inviting local vendors, local administration and inhabitants. Videos with short interviews to people of all ages the town, about what has more value for them. Prepare some different routes to discover and visit different sites or intangible heritage with local ambassadors, learning about how to do it. Local historians and disseminators of the same territory to be worked on.
TIMING OF LEARNING ACTIVITIES	80 h to prepare the guides 120 h to prepare comics (stories and drawings) for all audiences. 20 h to prepare a general map with all the nearby heritage. A short workshop of 4 days (each Friday), to discuss about thematic contents. Some online sessions (to solve doubts). 10 h in total, and then an email or telephone number to be in contact. 2 or 3 excursions to visit some of these sites identified as heritage.

and

Table 4. Training Module—Discovering Natural Heritage.

MODULE TITLE	Discovering Your Natural Heritage
INTRODUCTION	The aim of this module is training in general concepts of biodiversity and geodiversity to understand the value of natural heritage. Communicate to local stakeholders how their natural heritage is perceived from a global perspective and discern what aspects of natural heritage are valuable for locals in comparison to heritage protection figures and what specialist groups and tourists consider valuable. From this starting point, the module will reflect on how the aspects of natural heritage may be a vehicle for local economic development. The peculiarities of natural heritage should be stressed; particularly, risks and vulnerabilities need to be identified to make way to a sustainable exploitation of this natural heritage. Finally, the importance of the integration of natural and cultural heritage protection should be underlined.
KEY AUDIENCE	Municipalities, local associations, visitors, local vendors.
OBJECTIVES	To provide a general knowledge on biodiversity and geodiversity and the basic concepts behind natural heritage. Identify natural heritage features in the area and relate including which are important to local people and are not listed as heritage. Demonstrate the potential for sustainable tourism and rural development of the different types of natural heritage: biological and geological. Understand the risks and vulnerabilities which are specific to this type of heritage and involve the local society in its protection in order to promote a sustainable exploitation of natural heritage. Identify different levels of difficulty and accessibility in the routes and itineraries to get to know this natural heritage, adapting the routes to the different types of visitors. Using geotechnologies, tools have been developed to maintain and update the status of routes and elements linked to natural heritage, in favour of their better conservation and sustainability. This goal has been achieved by involving the society residing in these spaces, within the so-called citizen science, from principles of inclusivity. Providing case studies of integrative marketing of cultural and natural heritage.
THEMATIC CONTENTS (SHORT DESCRIPTION)	Digital tools to georeferenced some interesting sites Adequate and rigorous explanation and information about this natural heritage, including cultural heritage linked to it.
INSTRUMENTS (WEBINAR, WORKSHOP, CONFERENCE, SEMINAR, ONLINE COURSE, ETC.)	Short guides and comics. Different seminars with experts to explain and answer doubts about this natural heritage and its preservation. Short videos explaining the natural heritage, including short interviews to the youths, adults, and elderly individuals of the area, about what has more value for them. Experience pilot. Prepare some different routes to discover and visit different sites with local ambassadors, learning about how to do it.
TIMING OF LEARNING ACTIVITIES	80 h to prepare the guide (content research, writing, and design). 40 h to prepare short guides and comics (research, scripting, and illustration). 20 h to prepare a general map with all heritage sites (data collection, georeferencing, and design). In-person workshop: A short workshop of 4 days (each Friday, 4 h per day, total 16 h) to discuss thematic content. Online sessions: 10 h of online sessions to address questions, plus ongoing email/telephone support. Trips: 2 or 3 day trips (8 h each, total 16–24 h) to visit identified heritage sites, accompanied by local ambassadors. Experience pilot: 20 h to design, implement, and evaluate an experience pilot. Total Estimated Learning and Development Time: Approximately 202–210 h.

).

2. Making Heritage Accessible to All

This pillar operationalizes the ethical imperative of inclusion, providing practical tools for evaluating and improving physical, sensory, and cognitive accessibility in rural heritage contexts (see

Table 5. Training Module—Inclusive Heritage for All.

MODULE TITLE	HERITAGE FOR EVERYTHING AND EVERYONE
INTRODUCTION	Both cultural and natural heritage needs to be, as much as possible, ambulatory, cognitively and sensorially accessible. Reaching an inclusive and accessible environment needs to go through the global awareness of the local population that an adaptation for an individual benefits the whole society. It is also relevant to reflect on how accessible tourism is a large market, as it includes not only people with permanent disabilities, but people individuals with temporary “disabilities” or elderly people. While ambulatory accessibility may be difficult and costly to reach, many materials and measures to achieve cognitive and sensory accessibility can be produced with relatively low cost. In any case, any adaptation targeted to a specific public should be designed together with end-users and/or educators to avoid the risk of not addressing the real needs of a diverse public.
KEY AUDIENCE	Municipalities, associations, tourism service providers, public
OBJECTIVES	Provide a background knowledge on ambulatory, cognitive and sensorial accessibility to cultural and natural heritage. Evaluate the accessibility to the local natural and cultural heritage. Recognize the importance of accessibility and how an adaptation for a diverse public benefit the whole community. Reflect on what measurements can be implemented to improve accessibility. Create 3D models to explain and teach some different aspects about heritage. Identify local or regional associations and people with disabilities and involve them in the design of adaptation to improve accessibility.
THEMATIC CONTENTS (SHORT DESCRIPTION)	What does it mean something to be accessible? Elements of accessibility: ambulatory, cognitive, sensorial. Methodology for the evaluation of accessibility: accessibility matrices. Designing accessible activities: good practices on accessibility. Roundtable with people with disabilities.
INSTRUMENTS (WEBINAR, WORKSHOP, CONFERENCE, SEMINAR, ONLINE COURSE, ETC.)	Online course. Onsite practical work. Practical guide. Prepare an activity.
TIMING OF LEARNING ACTIVITIES

).

3. Using Digital Tools to Tell and Share Heritage

This pillar tackles the digital divide by building literacy in accessible geotechnologies and digital storytelling, empowering communities to control their narrative and enhance their visibility (see

Table 6. Training Module—Capturing and Sharing Heritage with Geotechnologies.

MODULE TITLE	Capturing Reality Through Geotechnologies
INTRODUCTION	This program aims to bring easy-to-use tools that allow capturing geographic information and managing it spatially. Google is undoubtedly one of the most widespread tools in the world. Less known is another of its applications, Google My Maps, which would allow collaborative and permanent data collection to gather existing resources, creating a gallery of available, updated and expandable information.
KEY AUDIENCE	Municipalities, associations, local vendors, inhabitants
OBJECTIVES	Show the possibilities of using digital free tools. Create community. Compile data to create accessible and sustainable information. Create new proposals to disseminate and share information about vendors and heritage.
THEMATIC CONTENTS (SHORT DESCRIPTION)	Digital free tools. Geotechnologies. New points of view to understand landscape. New experiences in Heritage.
INSTRUMENTS (WEBINAR, WORKSHOP, CONFERENCE, SEMINAR, ONLINE COURSE, ETC.)	Short guide. Online Seminar to solve problems and reply to questions. Promote an activity to test and complete the experience with a real case study.
TIMING OF LEARNING ACTIVITIES	40 h to prepare the short guide. 2 h of Seminars for students to ask questions. 1 day field trip to assess a real case study.

).

The development of these modules followed a participatory logic, where initial drafts based on interview insights were refined through workshops with local stakeholders. This process ensured the content addressed real-world gaps while respecting local knowledge systems.

Table 7. Synthesis of Training Needs, Educational Proposals, and Expected Outcomes by Target Group.

Target Group	Identified Need	Training Proposal	Expected Outcome
Local and Regional Administrations	Improve territorial coordination, digital visibility, and accessibility strategies.	Workshops on digital platform management, accessibility planning, and intermunicipal governance.	More effective and inclusive public governance of pilgrimage-related heritage assets.
Rural Tourism and Heritage Professionals	Enhance marketing skills, digital literacy, and heritage awareness.	Modules on sustainable tourism storytelling, experience co-creation, and geodata tools.	Increased visitor engagement, improved service quality, and stronger market positioning.
Local Communities and Residents	Promote participation, oral history preservation, and inclusive interpretation.	Community labs for narrative co-creation, heritage stewardship, and designing inclusive signage.	Empowered citizens, stronger local identity, enhanced social cohesion, and safeguarded intangible heritage.

synthesizes the entire framework, providing a strategic overview by mapping the identified needs of each target group to the specific training proposals and their expected outcomes. This matrix serves as a practical roadmap for policymakers, educational institutions, and community leaders to implement a coordinated capacity-building strategy.

This integrated framework demonstrates how a research-based, participatory approach to heritage education can generate tangible tools for rural empowerment. It provides a replicable model for transforming pilgrimage routes from mere transit corridors into vibrant learning landscapes where heritage acts as a catalyst for sustainable development, innovation, and community resilience.

5. Rethinking Rural Heritage: Towards an Innovation Agenda in the Vicinity of Pilgrimage Ways

5.1. From European Priorities to Local Realities: Key Research Themes

This section identifies the main thematic areas for future research on rural heritage, based on a review of international and European strategic frameworks, particularly within the Horizon Europe research programme. These areas provide the foundation for rethinking rural development through the lens of cultural heritage, sustainability, innovation and territorial cohesion.

Territorial Imbalances and Rural Decline

Despite the quality of life associated with rural areas, many regions continue to face structural vulnerabilities: limited economic diversification, youth outmigration, demographic decline, and diminishing services. In response, several Horizon Europe calls emphasize the following:

• Developing cultural and creative tourism models to promote cooperation between rural and remote areas (HORIZON-CL2-2023-HERITAGE-01-05).
• Advancing a shared understanding of differentiated development needs across territories, encouraging knowledge exchange between regions with diverse challenges and assets.

Rural–Urban Interdependence and Governance Synergies

The growing concentration of opportunities in urban areas exacerbates disparities with rural regions. Research is called upon to explore the following:

• Territorial partnerships that foster cooperation between rural, peri-urban, and urban communities, improving wellbeing and resilience (HORIZON-CL6-2023-COMMUNITIES-01-2).
• The social and cultural connections that strengthen territorial identity and cohesion, while enabling more balanced and networked development approaches.

Sustainable Development through Heritage and Tourism.

Cultural and natural heritage offer untapped potential for sustainable development in rural regions. However, without adequate management, they may become vulnerable to exploitation or cultural dilution. Key priorities include the following:

• Assessing how cultural tourism can contribute to economic growth in remote areas while safeguarding community values and heritage (HORIZON-CL2-2023-HERITAGE-01-05).
• Promoting inclusive and sustainable tourism models and critically evaluating current practices and their impact on territorial balance.
• Ensuring that carrying capacity is respected, and that sustainability and resilience are embedded in the planning and governance of rural destinations.

Transdisciplinary and Participatory Research Approaches.

Addressing the complexity of rural development and heritage management requires collaborative research that integrates multiple knowledge systems. European calls highlight the need to carry out the following:

• Strengthen macro-regional and cross-border cooperation in cultural tourism.
• Encourage community participation, social inclusion, and local engagement in heritage promotion.
• Connect cultural identity, arts, and crafts with tourism innovation and citizen involvement.

Digital Transition for Rural Empowerment.

Digital technologies can help reduce geographic disparities, improve connectivity, and support heritage valorisation. However, unequal access to infrastructure and digital literacy remains a major barrier. Priority areas include the following:

• Using digital platforms to promote less-known destinations.
• Developing AI-based tools for digitising tangible heritage.
• Creating open and user-friendly ecosystems for research and collaboration.
• Enhancing circular and green innovation models, supported by stronger rural digital infrastructures.

5.2. Pilgrimage Routes and Rural Futures: Strategic Recommendations for Innovation

A comprehensive approach to pilgrimage route development must couple sustainable tourism planning with deep community engagement. This entails leveraging the route’s socio-economic potential, as evidenced in studies of long-distance itineraries [3], through methodologies that actively involve local populations in the reinterpretation and stewardship of their living heritage [33].

Drawing on the rurAllure project and insights from external experts, this section proposes six priority lines of research and innovation. These are intended to guide future agendas focused on rural heritage in the vicinity of European pilgrimage routes.

1. 

Revaluing Local Heritage along Pilgrimage Routes

Greater attention must be paid to hidden, everyday and undervalued heritage assets located along or near pilgrimage paths. Their revaluation requires in-depth documentation adapted to both specialists and non-specialists. Such assets can support more equitable economic benefits and enrich pilgrims’ cultural experiences.

2. 

Sustainable Pilgrimage through Local Collaboration

Sustainability must be at the core of pilgrimage route development. This includes empowering local communities to manage, promote, and interpret their heritage, as well as exploring how pilgrims contribute to local economies. Research should also address fair value distribution across stakeholders and territories.

3. 

Embracing the Digital Turn in Pilgrimage Heritage

Digital transformation offers opportunities to enhance physical heritage experiences through hybrid formats. Future agendas should support training in digital storytelling, geolocated content, and inclusive communication, especially in rural and underserved areas. These tools can also attract new and diverse audiences to heritage engagement.

4. 

Cross-Border Collaboration and Mutual Learning

Greater cooperation between countries and regions is essential. Pilgrimage routes such as the Camino de Santiago or the Via Francigena can act as mentors for less-developed trails. Building on the rurAllure experience, shared learning and interregional networks should become a core strategy for territorial cohesion.

5. 

Pilgrimage for All: Accessibility as a Right

Ensuring universal access to both physical and digital aspects of pilgrimage routes is fundamental. Future research should explore how to design inclusive services and communication materials, promoting equity and participation in rural heritage contexts. Accessibility is not only a requirement but a driver of quality and innovation.

6. 

A Holistic Vision of Rural Heritage

Heritage must be approached as an integrated system of tangible and intangible assets, linking natural and cultural values. A holistic perspective allows for deeper understanding of identity-making processes and offers pathways to overcome social, geographic, and symbolic fragmentation in rural Europe.

6. Learning Pathways for Rural Heritage: Conclusions and Strategic Insights

This study reaffirms the underutilised potential of pilgrimage routes to drive sustainable development in rural areas by promoting their surrounding heritage. While these routes already attract a global audience, the rural territories along and beyond the path remain overlooked in both tourism strategies and heritage policy. The findings of this research—anchored in the rurAllure Horizon 2020 project—suggest that reintegrating rural cultural assets into the pilgrimage experience can rebalance flows of people, resources and attention.

One of the core contributions of this study lies in articulating a model of heritage education rooted in place, inclusion, and innovation. It shows that fostering community participation in heritage interpretation is not only a matter of cultural sustainability, but also a driver for entrepreneurship, well-being, and territorial identity [17,28]. As rural Europe faces ongoing demographic and economic pressure, this research adds to the growing body of work that positions cultural tourism as a lever for resilience [34].

The integration of digital technologies into heritage promotion was identified as both a challenge and an opportunity. Digital exclusion continues to affect many rural regions, limiting access to visibility and innovation [7]. However, when paired with inclusive strategies, tools like collaborative mapping, virtual exhibitions and mobile storytelling become powerful pedagogical resources that can expand the reach and relevance of rural heritage [20]. These technologies do not replace presence; rather, they enhance it by creating hybrid, participatory experiences that invite new audiences into the preservation process.

Through its multi-sited methodology—bibliographic review, expert interviews and field experimentation—the project identified three core educational priorities: (1) tourism management and place-based marketing; (2) universal accessibility and inclusive content design; and (3) digital literacy and heritage-related geotechnologies. These are not only technical capacities, but forms of civic empowerment, enabling local actors to become curators of their own heritage narratives [29,30].

Additionally, the research outlined six strategic lines for future research and innovation, including heritage revaluation, collaborative governance, inclusive pilgrimage practices, and cross-border knowledge sharing. These are aligned with current European research priorities, especially under the Horizon Europe framework (e.g., HORIZON-CL2-2023-HERITAGE-01-05; HORIZON-CL6-2023-COMMUNITIES-01-2), and address key societal challenges such as territorial cohesion, identity building, and rural revitalisation [16].

Importantly, this work calls for a redefinition of what and where heritage is. It urges policy makers to look beyond monumental sites and embrace the surrounding heritage—the ordinary, vernacular, and lived spaces that shape rural identity. It also advocates for lifelong, situated learning processes that include citizens not merely as consumers of heritage, but as co-creators of its value [27].

While the findings are grounded in four specific case studies, the challenges addressed are widespread. Future research should expand the scope to include other pilgrimage routes and surrounding regions, testing the adaptability of these models in different cultural and political contexts. More longitudinal studies are also needed to evaluate the long-term impact of education-led heritage strategies on community resilience, economic diversification, and intergenerational knowledge transmission.

In short, pilgrimage routes can become more than physical corridors—they can function as learning landscapes, where digital innovation, cultural sustainability, and rural development converge. Heritage education, when properly supported, becomes a strategy not only for preservation, but for rural empowerment and democratic renewal. In a time of cultural and environmental uncertainty, pilgrimage routes offer not only a path for travellers but a space for rural learning, innovation and collective regeneration.