This video provides a brief overview of Module 3, focusing on how Intangible Cultural Heritage (ICH) is classified and organized. It introduces the main categories of ICH, with particular attention to the UNESCO framework and its criteria for identification and safeguarding. The video outlines both theoretical perspectives and practical examples, helping viewers understand how different forms of ICH are recognized, documented, and protected in practice.
This video briefly presents the main theoretical and practical aspects covered in Chapter 1 of the Handbook and in the three related case studies from the Manual. It provides an overview of Intangible Cultural Heritage, introducing key concepts, definitions, and institutional frameworks. The video highlights the role of Intangible Cultural Heritage in preserving cultural identity at local, national, and European levels, and offers basic insights into its social and cultural significance.
This presentation explores the Carnaval of Terceira Island in the Azores as an important form of intangible cultural heritage. It highlights community-based traditions such as bailinhos, their cultural significance, and the opportunities and challenges of integrating them into sustainable tourism.
This is a file that helps build a map of different Fado players who operate around the world and connect the places to Portuguese emigrant communities.
This introductory video presents the core concepts of Module 6, clarifying what constitutes Intangible Cultural Heritage (ICH), from oral traditions to craftsmanship. It situates ICH within sustainable tourism frameworks, explores its importance for destinations, and highlights the role of sustainability principles and UNESCO-aligned policies in responsible development, while introducing key stakeholders and value-creation dynamics.
A SAMPLE CASE FOR THE PROMOTION OF ARMATA TRADITION FROM UNIWA STUDENTS
This folder contains a collection of supplementary educational resources developed within the Erasmus+ InThrace project to support innovative, participatory and practice-based learning about Intangible Cultural Heritage (ICH). The materials include a hybrid Cultural Heritage Escape Room in which students work collaboratively through six research- and ethics-based challenges before presenting a final heritage-safeguarding argument.
The collection also features a semester-long Heritage Passport, which guides students through seven interconnected areas: identification and documentation, community involvement and empowerment, interpretation and promotion, policy and governance, sustainable practices, technology and innovation, and reflection and evaluation. Activities require evidence, critical reflection, ethical community engagement and lecturer validation.
Additional gamified resources include Heritage Monopoly, available as a classroom role-play and digital game, designed to explore cultural ownership, stakeholder relationships, negotiation, intellectual property instruments, and the balance between economic and cultural value. The folder also contains an interactive ICH Project Picker, which generates applied project topics for Romania, Croatia, Bulgaria, Greece and Portugal, focusing on community stewardship, tourism and digital platforms, geographical indications and cultural branding.
Provided in presentation, facilitator-guide and digital formats—including HTML and React-based tools—the resources can be used in higher education courses, workshops, blended-learning sessions, group projects, assessment activities and facilitated classroom discussions.
This folder contains presentations on Fado as Intangible Cultural Heritage, exploring its history, community transmission, UNESCO recognition and role in sustainable tourism. The resources address cultural authenticity, community involvement, digital innovation and the risks of commercialization, and include learning outcomes and discussion questions for higher education.