This article examines the impact of a virtual educational experience (VEV) on secondary school students’ understanding and appreciation of the Manueline architectural style, particularly through a virtual visit to the Convento de Cristo in Tomar. It emphasises the importance of fostering a ‘heritage consciousness’ among students and positions the study within the broader context of historical education and heritage awareness.
The research employs a constructivist approach, where students actively engage with the material, allowing them to construct their own understanding of the historical significance of the Manueline style. The methodology involved the development of specific data collection instruments tailored to assess students’ learning outcomes and reflections on the virtual visit. The findings reveal a spectrum of responses, with some students demonstrating a deep appreciation and critical analysis of the architectural features and historical context of the Convento de Cristo.
The article argues that the digital era presents new challenges and roles for educators, suggesting that VEVs can serve as effective tools in enhancing historical cognition. It encourages educators to embrace innovative teaching practices that can open new avenues for investigation in the fields of Historical and Heritage Education. Ultimately, the study advocates for the integration of digital resources in the curriculum to enrich students’ learning experiences and promote a more profound connection to their cultural heritage. The authors conclude that such initiatives can significantly contribute to the development of a more informed and engaged citizenry, capable of appreciating and preserving their historical and cultural legacy.
