A valid and reliable explanatory model of learning processes in heritage education

Abstract

Abstract Background The main challenge in heritage education is to identify the verbs—and their hierarchical relations—that explain heritage learning as based on empirical evidence. The Heritage Learning Sequence (HLS) selects seven verbs (Knowing-Understanding-Respecting-Valuing-Caring-Enjoying-Transmitting) on the basis of (a) theoretical studies, (b) analyses of international standards, and (c) evaluation of heritage education programs. The study has the following objectives: (a) to clarify the heritage learning process; (b) to test a theoretical model that groups the verbs that make up the Heritage Learning Sequence (HLS), as well as the relationships between them; (c) to identify possible sub-models that explain the different heritage learning itineraries. Methods The Q-Herilearn scale (previously calibrated using SEM and IRT models) was administered to $$N = 1454$$ N = 1454 individuals, focusing on seven factors (corresponding to each HLS verb) that measure heritage learning. Partial Least Squares Structural Equation Modeling (PLS-SEM) was used as a general analytical strategy. Findings The results obtained provided sufficient guarantees to validate the HLS and showed the adequate explanatory and predictive power and general fit of the proposed model (Heritage Learning Model); all twelve hypothesized direct influence relations between the main verbs that define heritage learning were confirmed. The statistical significance values suggested the existence of other internal subsequences that could be explored in further studies. Contribution Learning modeling provides a key structural framework for (a) the design of effective, efficient, and comprehensive tools to measure heritage learning and (b) their operationalization in heritage education designs.