Educational Policies for Cultural Heritage and Identity Building: Narrative Communication as a Tool for Sustainable Local Development
Albana Hodajrf* and Xhuljeta Meçaj
ABSTRACT
Objective: This paper explores how educational policies and narrative communication can serve as effective instruments for integrating cultural heritage into identity building and sustainable local development. Focusing on southern Albania, it analyzes the intersection of education, culture, and public policy to assess how storytelling, collective memory, and local traditions are used in schools to foster civic awareness and social inclusion.
Method: The research draws on a mixed-methods approach, combining policy analysis of EU-funded educational initiatives (such as Erasmus+, Creative Europe, and IPA) with qualitative case studies in marginalized regions. Through semi-structured interviews and document review, the study examines how schools and cultural institutions collaborate to integrate heritage elements-such as oral traditions, dialects, and rituals-into both formal and non-formal curricula.
Results: Results show a significant increase in student engagement and community participation in heritage-centered programs, alongside enhanced intergenerational dialogue and local identity awareness. In particular, intangible cultural practices have proven effective in improving educational motivation and social cohesion, especially in rural contexts.
Originality: The study offers an innovative contribution by reframing cultural heritage not merely as a static object of preservation, but as a dynamic, participatory process embedded in education. It proposes a culturally responsive model that combines narrative pedagogy with development goals, positioning education as a catalyst for democratic participation and regional resilience. This approach aligns with broader European strategies for inclusive and future-facing education, emphasizing the importance of heritage in constructing identities
and sustainable communities.
