Digital environments and artistic-cultural heritage. For a sustainable education


In the wake of the Pedagogy of the Environment, which assumes sustainability as an interpretative-regulatory presupposition of human education, in order to educate to have regard for human relationships and with nature, direct encounters with works of art and places emblematic of a territory holds a primary centrality in educational-didactic designs that aim not so much to transmit in a passive form deposited meanings, but rather to support exchanges of visions for the delineation of shared interpretations. It also means starting to interpret nature and environments, artefacts and cultural heritage, with an aesthetic sense. Such educational intentionality in digital environments offer some elements for reflection both in the field of art and heritage education and for the educational value of Transmedia Storytelling as an inclusive educational-didactic device. Declined according to a wide plurality of languages, it innervates a plurality of dimensions including learning-cognitive, affective-relational, emotional, motivational, etc. which have the possibility of being channeled into fertile inclusive educational designs, such as those related to museum education, aimed at pupils and students of all levels.