Cultural heritage education in conflict and post-conflict contexts: A scoping review

Cultural heritage refers to how a society negotiates the meaning of the past in shaping the future. Cultural heritage can become contentious in public arenas when the recent past involves communities in conflict or post-conflict. That is, cultural heritage may influence how such conflicts are portrayed, remembered, and taught. Based on a scoping review of peer-reviewed studies published between 2010 and 2025, we analyze and discuss the research literature on cultural heritage education in conflict and post-conflict contexts. Our findings indicate that heritage education in these settings is perceived by policymakers, educators, and heritage experts as a transformative educational tool. It is understood to have the potential to influence learners’ perceptions of conflicts and, more importantly, facilitate identity formation and critical thinking. Our analysis reveals that heritage education plays varied roles that are shaped by political agendas, serving both reconciliation efforts and the cultivation of national and patriotic sentiments. This study contributes to heritage education research by moving beyond commonly assumed dichotomies such as national versus local, inclusive versus exclusive, and top-down versus bottom-up approaches, and instead conceptualizes these dimensions as existing along a continuum ranging from empowering to propagandistic practices.