Developing academic training curricula for post-digital museology
This paper examines how academic training curricula can be redesigned for post-digital museology, an era in which digital technologies are fully embedded in museum practice and everyday life. Drawing on international research, professional competency frameworks, and interviews with museum profession...
Enregistré dans:
| Dans: | URI:https://journals.openedition.org/iss, |
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| Auteur principal: | |
| Format: | Article ou chapitre numérique |
| Langue: | Anglais |
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ICOFOM Study Series
2026
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| Accès en ligne: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Résumé: | This paper examines how academic training curricula can be redesigned for post-digital museology, an era in which digital technologies are fully embedded in museum practice and everyday life. Drawing on international research, professional competency frameworks, and interviews with museum professionals in Greece, it identifies persistent gaps in digital literacy, confidence, and strategic understanding. The paper argues that museum education must move beyond technical training toward interdisciplinary, ethics-driven, and learner-centred approaches. It proposes key curricular themes, including digital literacy, data management, audience engagement, accessibility, ethical reasoning, and change management, to prepare museum professionals for contemporary institutional challenges. |
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