Conference Program

The contemporary geopolitical context demands renewed attention to the relationship between democracy and education as articulated by John Dewey, rendering timely a critical and updated reading of his thought in light of ongoing social, cultural, and technological transformations.

This contribution is situated within the framework of UNESCO's Global Citizenship Education and examines how social pedagogy can contribute to strengthening democratic participation through the integration of cultural heritage education and rigorous social impact assessment methodologies. Drawing upon the UNESCO framework on global citizenship, which emphasises belonging to a broader community and common humanity, it is argued that cultural heritage education constitutes a strategic resource for promoting active and democratic citizenship. Heritage education, addressed to all individuals throughout the lifespan, not only fosters knowledge and respect for cultural assets but also promotes lifelong formation for active citizenship, requiring synergy between territories and educational institutions. The shift from an expertise-led and object-oriented preservation paradigm to an inclusive and people-centred approach has transformed how cultural institutions engage with communities.

This paper critically analyses the principal methodological approaches for measuring social and educational impact in cultural heritage interventions. Cost-Benefit Analysis provides quantitative economic evaluation of cultural investments. Multiplier Analysis examines the indirect economic effects generated by cultural activities within local economies. Contingent Valuation assesses the perceived value of non-market cultural goods through stakeholder surveys. The Social Return on Investment (SROI) methodology, developed by the Roberts Enterprise Development Fund, emerges as the most widely adopted tool globally for strategic planning and social impact communication, quantifying social value through stakeholder engagement, proxy identification, and systematic verification of outcomes.

The integration of artificial intelligence systems within this evaluative framework presents both opportunities and challenges for democratic citizenship education. Whilst algorithmic systems can enhance the measurement of intangible impacts generated by cultural institutions, they also require critical epistemic responsibility. Educational curricula must develop the critical thinking capabilities of students and educators to navigate the ideology of disinformation whilst leveraging artificial intelligence for sustainable development.

Following the UNESCO 2030 Agenda objectives and the European Recommendation on Key Competences for Lifelong Learning, this contribution advocates for a competency-based approach wherein personal, social, citizenship, entrepreneurial, and cultural awareness competencies become the formative goals of educational pathways. The Service Learning methodology emerges as a particularly effective pedagogical practice enabling students to learn through community service whilst engaging with real problems within their living context, including cultural heritage preservation and valorisation.

This paper concludes that reconstructing democracy in the current geopolitical disorder requires evidence-based evaluation of educational and cultural interventions, wherein social impact assessment methodologies serve not merely as accountability tools but as instruments for promoting a new democratic citizenship capable of addressing the challenges of contemporary global society.