Cover -- Title Page -- Copyright Page -- Contents -- Introduction -- Part 1. Heritage Education Pedagogies and Approaches for Climate Action -- Chapter 1. Cross-Disciplinary Pedagogies: Education on Heritage and Climate Change in Europe -- 1.1. Introduction -- 1.2. Climate change and heritage education -- 1.3. Research and analysis -- 1.4. Conclusion -- 1.5. References -- Chapter 2. Designing "Climatic Constructal Heterotopias" Using Constructal Thermodynamics: Connecting Theories on Architecture and Thermodynamics -- 2.1. Introduction and general context -- 2.2. Indeterminacy, autonomy, thermodynamics: the concept of constructal "climatic heterotopias" -- 2.3. Macroscopic and microscopic thermodynamics of architectural conception: entropy and evolution -- 2.4. Conclusion -- 2.5. References -- Chapter 3. Training for Cultural Heritage Protection: The STRENCH Summer Schools -- 3.1. The STRENCH project -- 3.2. The STRENCH online summer schools (2020 and 2021) -- 3.3. On-site follow up exercises -- the example of "TRITOLIA18" -- 3.3. References -- Chapter 4. Pedagogical Aspects of Conservation-Restoration Practice in the Protection of Architectural Heritage -- 4.1. Introduction -- 4.2. Application of didactic principles in different target groups -- 4.2.1. Target group 1 -- children and young people -- 4.2.2. Target group 2 -- students whose disciplinary expertise directly corresponds to the CH issues -- 4.2.3. Target group 3 -- students whose disciplinary expertise does not directly correspond to the CH issues -- 4.2.4. Target group 4 -- citizens with extracurricular status -- 4.3. Architecture and CH -- 4.4. The role of didactic games in forming knowledge and attitude toward the CH issues -- 4.5. Conclusion -- 4.6. References -- Chapter 5. Educational Video Games on Climate Resilience of Built Cultural Heritage -- 5.1. Introduction.

5.2. e-CREHA video games for climate resilience and built heritage -- 5.3. APOGEE approach for generation of enhanced maze video games -- 5.4. Results from two maze video games about resilience and vulnerability of built heritage -- 5.5. Conclusion -- 5.6. References -- Chapter 6. Heritage Education for Climate Justice and Adaptation -- 6.1. Just Transitions: Heritage Education for Climate Adaptation -- 6.2. ICOMOS University Forum -- June 3-4, 2022 -- 6.3. Knowledge areas for heritage education: panel theme overviews -- 6.4. Land acknowledgement(s) and climate heritage education -- 6.5. Outputs and dissemination -- 6.6. References -- Chapter 7. Education for Climate Resilient Architectural Heritage (e-CREHA): Multidisciplinary Blended Learning for Climate Resilient Heritage -- 7.1. Introduction -- 7.2. Objectives and methodology -- 7.3. Course assessment activities -- 7.4. ISPs-design workshops 1 and 2 -- 7.5. Lesson learned: advancing heritage critical thinking through interdisciplinary teaching -- 7.6. Acknowledgments -- 7.7. References -- Part 2. Training on Heritage Vulnerability and Risk Assessment -- Chapter 8. Re-enabling Co-evolutionary Patterns to Reduce Landscape Vulnerability -- 8.1. Resilience and vulnerability -- 8.2. Flexibility and "resiliencery vulnerability" -- 8.3. Vulnerability of the Built Environment as natural/human system -- 8.4. Vulnerability of the BCE as vulnerability of landscape heritage -- 8.5. Climate resilient self-sustainable local developments -- 8.6. Fundamentals of climate resilient territorial project -- 8.7. A case study from the Molise region, Italy -- 8.7. References -- Chapter 9. Lebanon: Landscape at Risk -- 9.1. Introduction -- 9.2. The Landscape -- 9.3. Lebanon -- 9.4. Heritage, climate change and the landscapes at risk -- 9.5. Method -- 9.5.1. Case study -- 9.6. Discussion -- 9.7. Conclusion.

9.8. Acknowledgments -- 9.9. References -- Chapter 10. Cultural Resilience of the Oploo Watermill -- 10.1. Methodology -- 10.2. History of the Oploo watermill -- 10.3. The Sint Matthias Guild -- 10.4. Heritage used for climate resilience -- 10.5. Survey results -- 10.6. Conclusion -- 10.7. References -- Part 3. Education on Climate Adaptation of Heritage -- Chapter 11. Case-Based Teaching for Climate Heritage Education: Climate Adaptation of Historic Watermill Landscapes as a Case Study -- 11.1. Introduction -- 11.2. Case study -- 11.3. The educational activities -- 11.4. Discussion: design-oriented pedagogical approaches for climate heritage education -- 11.5. Acknowledgments -- 11.6. References -- Chapter 12. Increasing Climate Change Resilience by Adapting 20th Century Built Heritage -- 12.1. Introduction -- 12.1.1. Problem definition -- 12.1.2. Research aim -- 12.2. Adaptation of 20th century built heritage and its methodology -- 12.2.1. Understanding the context -- 12.2.2. Significance of the 20th century built heritage for adaptation -- 12.2.3. Methodology of interventions -- 12.2.4. Development of the framework -- 12.3. Expected results and discussion -- 12.3.1. Evaluation of the process -- 12.3.2. Integration of the outcomes into heritage education -- 12.4. Conclusion and further research topics -- 12.5. References -- Chapter 13. A Transformative Approach to Cultural Heritage Education for Climate Action -- 13.1. Introduction -- 13.2. Cultural heritage perspectives for integrative climate planning -- 13.3. A case study of transformative approaches in higher education -- 13.4. The role of architecture and planning education in fostering transformation towards sustainability? -- 13.5. References -- Chapter 14. Recalibrating Seasonal Cultures with Communities -- 14.1. Seasonal cultures as intangible heritage for climate adaptation.

14.2. Co-producing seasonal cultures within institutions -- 14.3. Mixed methods for studying and changing seasonal cultures -- 14.3.1. Critical ethnography -- 14.3.2. Workshops and walkshops -- 14.3.3. Art-science collaboration -- 14.4. Affecting adaptation through seasonal cultures -- 14.5. Acknowledgments -- 14.6. References -- Chapter 15. Integrating Climate Change Concerns in Capacity Building for World Heritage -- 15.1. Climate change concerns in the World Heritage system -- 15.2. Shifting approaches to World Heritage Capacity Building -- 15.2.1. From training to capacity building -- 15.2.2. The heritage place approach -- 15.2.3. Nature and culture -- 15.2.4. Practice-Research-Policy Nexus -- 15.2.5. Resilience and disaster risk management -- 15.3. Conclusion: a way forward -- 15.4. References -- Appendices. Reflections on the Future of Heritage Education -- Appendix 1. Heritage as a Discipline in the French Schools of Architecture -- Appendix 2. Climate, Heritage, Resilience -- Appendix 3. Reflection Paper on Degree and Master's Programs on Heritage and Resilience -- Appendix 4. Climate Change and Heritage Issues in Architecture Curricula: The Cases of Turkey, Finland, Denmark and MOOCs -- List of Authors -- Index -- EULA.