Developing academic training curricula for post-digital museology

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...

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Dans:URI:https://journals.openedition.org/iss,
Auteur principal: Bounia, Alexandra
Format: Article ou chapitre numérique
Langue:Anglais
Publié: ICOFOM Study Series 2026
Sujets:
muséologie postnumérique
formation muséologique
littératie numérique
éthique du numérique
compétences professionnelles
post-digital museology
museum studies curricula
digital literacy
digital ethics
museum professional training
Accès en ligne:Accès Université d'Orléans et IFPM
Accès Université d'Orléans et IFPM
id openedition-oai:revues.org:iss_7621
record_format openedition
spelling openedition-oai:revues.org:iss_7621 https://doi.org/10.4000/16nvc en https://journals.openedition.org/iss/7621 2026-08-12T02:00:00Z info:eu-repo/semantics/openAccess article info:eu-repo/semantics/article urn:handle:20.500.13089/16nvc https://creativecommons.org/licenses/by/4.0/ Developing academic training curricula for post-digital museology ICOFOM Study Series ICOM - International Council of Museums info:eu-repo/semantics/reference/issn/2306-4161 info:eu-repo/semantics/reference/issn/2309-1290 URI:https://journals.openedition.org/iss Bounia, Alexandra muséologie postnumérique formation muséologique littératie numérique éthique du numérique compétences professionnelles post-digital museology museum studies curricula digital literacy digital ethics museum professional training 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. Cet article examine comment les programmes de formation en muséologie peuvent être repensés à l’ère postnumérique, où les technologies numériques sont pleinement intégrées aux pratiques muséales et à la vie quotidienne. S’appuyant sur des recherches internationales, des cadres de compétences professionnelles et des entretiens menés auprès de professionnels des musées en Grèce, il met en évidence des lacunes persistantes en matière de littératie numérique, de confiance et de compréhension stratégique. L’article soutient qu’une formation muséologique adaptée doit dépasser l’apprentissage technique pour privilégier des approches interdisciplinaires, éthiques et centrées sur l’apprenant, préparant les professionnels aux défis contemporains des institutions culturelles. urn:doi:10.4000/16nvc
collection OpenEdition Journal
language Anglais
format Article ou chapitre numérique
building 0/Bibliothèque numérique/
1/Bibliothèque numérique/OpenEdition Journals/
topic muséologie postnumérique
formation muséologique
littératie numérique
éthique du numérique
compétences professionnelles
post-digital museology
museum studies curricula
digital literacy
digital ethics
museum professional training
spellingShingle muséologie postnumérique
formation muséologique
littératie numérique
éthique du numérique
compétences professionnelles
post-digital museology
museum studies curricula
digital literacy
digital ethics
museum professional training
Bounia, Alexandra
Developing academic training curricula for post-digital museology
description 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.
author Bounia, Alexandra
author_facet Bounia, Alexandra
author_sort Bounia, Alexandra
title Developing academic training curricula for post-digital museology
title_short Developing academic training curricula for post-digital museology
title_full Developing academic training curricula for post-digital museology
title_fullStr Developing academic training curricula for post-digital museology
title_full_unstemmed Developing academic training curricula for post-digital museology
title_sort developing academic training curricula for post-digital museology
publisher ICOFOM Study Series
publishDate 2026
container_title URI:https://journals.openedition.org/iss
url https://ezproxy.univ-orleans.fr/login?url=https://doi.org/10.4000/16nvc
https://ezproxy.univ-orleans.fr/login?url=https://journals.openedition.org/iss/7621
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