Civil engagement, integration and better management of the national intangible heritage to raise awareness of European common values – EU context, perspectives and active citizenship

This module offers a comprehensive introduction to the concept of Intangible Cultural Heritage (ICH), emphasizing its role in preserving collective identities at local, regional, national, and European levels. It begins with key definitions and the historical evolution of the term “heritage,” then explores the connection between ICH and various forms of identity, with a special focus on the European dimension. The course also examines the role of UNESCO and the European Union in safeguarding ICH through institutional frameworks and policy instruments. Throughout six interconnected lessons, participants will gain theoretical knowledge and practical insights into how ICH contributes to social cohesion, cultural continuity, and the building of a shared European identity. Learning objectives: By the end of this module, learners will be able to: – Understand the definition and key features of intangible cultural heritage (ICH). – Recognize the historical stages in the development of heritage policies and concepts. – Analyze how ICH contributes to local, national, and European identities. – Examine UNESCO’s and EU’s frameworks for safeguarding ICH. – Apply theoretical knowledge to case studies and practical exercises related to ICH documentation and safeguarding.

The aim of this chapter is to introduce students with examples of different dimensions of protection of international cultural heritage, based on the experience and cases provided by the project partners. The module takes into consideration the fact that the protection occurs at different levels providing complementary and supplementing support and protection. Learning objectives: By the end of this module, learners will be able to: – Recognize different levels of international cultural heritage protection. – Analyze types of international cultural heritage – Identify specific needs relevant to the explored cases of international cultural heritage – Apply different types of ICH protection mechanisms.

This module explores how intangible cultural heritage (ICH) is categorized, both within UNESCO’s official framework and through alternative approaches proposed by scholars and practitioners. While UNESCO identifies five domains of ICH – oral traditions, performing arts, social practices, knowledge concerning nature and the universe, and traditional craftsmanship – heritage in practice often crosses these categories. Students will learn about the strengths and limits of classification systems, the risks of oversimplification, and new perspectives that emphasize values, practices, and relationships rather than rigid categories. The module also highlights the role of technology and innovation in categorization and safeguarding, with a particular focus on mapping projects and digital tools. A key case study – the CarPaTO project in Țara Făgărașului (Romania) – illustrates how regional mapping, community involvement, and creative outputs (exhibitions, cookbooks, participatory films) can strengthen safeguarding strategies and give visibility to heritage. Learning objectives: By the end of this module, learners will be able to: – Identify UNESCO’s five official domains of intangible cultural heritage and describe their key characteristics. – Analyze the limitations of rigid categorization and explain how community perspectives may differ from institutional frameworks. – Compare and evaluate alternative approaches to ICH categorization proposed by scholars (e.g., Lenzerini, Fredheim & Khalaf). – Apply categorization frameworks to case studies (e.g., Mediterranean Diet, Junii Brașovului, CarPaTO project) to understand how classification impacts safeguarding. – Develop practical proposals for mapping and documenting ICH using innovative tools and community-based methods.

This module explores the complex relationship between heritage and tourism, emphasizing how cultural, social, and economic dimensions intertwine in the management, preservation, and promotion of heritage assets. It introduces key distinctions in heritage typologies: tangible/intangible, movable/immovable and critically examines how heritage becomes a touristic resource. Through real-world case studies and pedagogical activities, learners analyze the benefits and risks of tourism for local communities, including over-tourism, commodification, and depopulation. Emphasis is placed on sustainability, community empowerment, and intercultural dialogue. The module fosters critical thinking and ethical reflection while equipping students with practical tools to evaluate and co-develop heritage-based tourism practices rooted in local needs and global frameworks (e.g., UNESCO). Learning objectives: By the end of this module, learners will be able to: – Identify and categorize various forms of heritage and their relationship to tourism. – Analyze the socio-economic and cultural impacts of tourism on heritage sites. – Evaluate the role of community stakeholders in heritage tourism planning and preservation. – Develop sustainable, inclusive, and ethical heritage tourism strategies. – Apply digital and participatory tools for heritage promotion and interpretation.

This module focuses on the principles, practices, and challenges in safeguarding Intangible Cultural Heritage (ICH), highlighting the importance of conservation, transmission, community involvement, and education. Learners will explore legal frameworks, inventory and documentation methods, community-centered approaches, and the role of education and interpretation in sustaining ICH. Through interactive lessons and practical case studies (e.g., Vučedol and Bećarac), students will critically assess the ethical, institutional, and participatory dimensions of ICH management. The module aims to equip learners with the tools to evaluate safeguarding strategies, design inclusive cultural interventions, and engage responsibly with living heritage in diverse contexts. Learning Objectives: By the end of this module, learners will be able to: – Identify key processes in ICH documentation, registration, and conservation. – Analyze community roles and stakeholder responsibilities in ICH safeguarding. – Design inclusive and sustainable transmission and revitalization strategies. – Evaluate the impact of education, interpretation, and digital tools in ICH preservation. – Apply ethical and legal frameworks (e.g., UNESCO 2003, Faro Convention) to case-based scenarios.

This module establishes the core concepts that underpin the course. Learners clarify what counts as Intangible Cultural Heritage (ICH) – from oral traditions to craftsmanship – then situate ICH within sustainable tourism frameworks. We unpack why ICH matters for destinations, how sustainability principles intersect with cultural transmission, and where policy guidance (e.g., UNESCO-aligned practices) informs responsible development. The session closes by mapping key stakeholders and value-creation logics that link hosts, visitors, and institutions, setting up the applied work. Learning Objectives: By the end of this module, learners will be able to: – Define ICH and distinguish it from tangible heritage. – Identify major ICH expressions and their typical strengths/risks. – Explain how ST principles align with ICH safeguarding and authenticity. – Map stakeholders and describe their responsibilities in ICH–tourism systems.

Module 7 emphasises the importance of marketing concepts in promoting intangible values. Cultural management applies marketing principles based on the four Ps: product, place, promotion, and price. It also highlights digital tools that can be utilised for recognising and preserving the ICH. The module further stresses essential ethical considerations related to people’s cultural artefacts, especially within the context of AI technologies. Risks include data misuse, cultural biases, and potential exclusion from digital advancement. Main marketing concerns should centre on respecting inclusivity and the rights and cultures of indigenous peoples and knowledge systems. Learning Objectives: By the end of this module, learners will be able to: – Identify the importance of promoting, preserving and protecting the intangible heritage of diverse cultures and settings – Apply the marketing methodologies that refer to the four Ps (product, place, promotion, price) on various ICH settings and cases – Analyse how technology and digital tools can become an asset or a risk with regards to the protection and preservation of ICH – Propose a synthesis of technological tools, knowledge and methodologies to be applied on a scenario in which testimonials of ICH need to be safeguarded, protected and transmitted to future generations

The aim of this module is the conservation of ICH not only secures the continuation of traditional practices but also fosters mutual understanding, respect, and cooperation among the EU Member States. This chapter examines why ICH conservation is significant, mechanisms at disposal to conserve it, their efficiency, and how they contribute to the integration processes of the EU. Learning Objectives: By the end of this module, learners will be able to: – Identify the nexus between ICH and European integration. – Apply EU cultural policies in order to nurture ICH – Analyze examples of ICH from the perspective of the basic EU principles and policies.

Managing Intangible Cultural Heritage (ICH) in today’s dynamic world involves navigating various challenges, from multiculturalism to crises such as natural disasters, conflicts, and pandemics. This section explores these contemporary challenges and proposes solutions to ensure the effective preservation and promotion of ICH. Learning Objectives: By the end of this module, learners will be able to: – Analyse how minority cultural practices can persist despite historical constraints and modernization pressures. – Analyse the significance of community ownership in preserving intangible cultural resources. – Examine the historical and cultural setting that moulded distinctive heritage. – Analyse the chances and difficulties in safeguarding intangible cultural legacy.

This module frames ethics as inseparable from ICH: communities are the source, custodians, and primary beneficiaries of living traditions. We connect ethics/identity, dignity, and mutual recognition to safeguarding, then introduce international reference points (UNESCO 2003, WIPO tracks) that elevate participation, respect for cultural diversity, and the prevention of undue exploitation. Learners examine why ICH is dynamic (not to be “frozen”) and how ethical stewardship enables transmission while avoiding misappropriation. The module constructs the shared vocabulary used across Chapter 10, including ownership vs. custodianship, FPIC, representation/misrepresentation, cultural sensitivity, data sovereignty, and equitable benefit-sharing. Learning Objectives: – By the end of this module, learners will be able to: – Explain why ethics is co-natural to ICH safeguarding (identity, recognition, diversity). – Distinguish between ownership and custodianship, and outline stakeholder claims. – Summarize UNESCO/WIPO ethical principles relevant to ICH

Intangible cultural heritage (ICH) is a vital part of every community’s identity, but it often faces extinction risks due to globalization, urbanization, and other socio-economic factors. To ensure its preservation and transmission to future generations, developing effective strategies for funding and mobilizing resources is necessary. This chapter explores various approaches to providing financial and other support for projects related to the research, documentation, preservation, and promotion of ICH, focusing on opportunities for cooperation with government institutions and non-governmental organizations, referring to the mapping of the situation in Bulgaria and best practices. Learning Objectives: – By the end of this module, learners will be able to: Identify key international and European funding sources for projects related to the research, documentation, preservation, and promotion of Intangible Cultural Heritage (ICH). – Describe the role of key stakeholders—including UNESCO’s National Commissions, NGOs, and the Regional Centre in Sofia—in supporting and implementing ICH safeguarding initiatives. – Recognize the specific Bulgarian national and municipal programs that provide financial support for ICH projects and their focus areas. – Explain effective collaboration strategies for resource mobilization, encompassing partnerships with state agencies, non-governmental organizations, and private donors, to ensure the sustainability of ICH preservation