The effects of teaching and learning with and about intangible cultural heritage on supportive learning outcomes

Learning through intangible cultural heritage represents a significant component of contemporary educational transformation efforts. This approach, grounded in the 2003 UNESCO Convention for the Safeguarding of the Intangible Cultural Heritage, aims to adapt both the heritage itself and its transmission methods to current educational contexts while enhancing its visibility and impact across various life domains and educational settings. Based on the Convention's framework, this article examines the nature of intangible cultural heritage and explores how learning through cultural heritage contributes to enhanced educational outcomes. The study employs current situation analysis and case studies within an intercultural research framework, involving teachers and school administrators as participants. The findings indicate that intangible cultural heritage functions as a social-emotional competency that maintains its vitality through adaptive transformation in relation to contemporary daily life. This heritage is transmitted through experiential learning methods observation, auditory engagement, and hands-on practice and demonstrates increased effectiveness through active application. The research reveals that intangible cultural heritage can survive and thrive when it successfully integrates with modern life contexts. Furthermore, the study suggests that the learning contexts identified through cultural heritage education possess significant potential to complement neurocognitive development and may inform future educational neuroscience research initiatives. These findings contribute to understanding how traditional cultural knowledge systems can be effectively integrated into contemporary educational frameworks.