{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,2,25]],"date-time":"2026-02-25T01:32:01Z","timestamp":1771983121823,"version":"3.50.1"},"reference-count":114,"publisher":"MDPI AG","issue":"21","license":[{"start":{"date-parts":[[2025,11,6]],"date-time":"2025-11-06T00:00:00Z","timestamp":1762387200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Sustainability"],"abstract":"<jats:p>This study presents the HISTOESE (History Education for Sustainable Environments) Model, an empirically grounded and practice-based framework for cultural heritage education and sustainability. Developed through a qualitative, design-based research approach, it analyzes a longitudinal corpus of 50 master\u2019s dissertations and supervised teaching reports (2008\u20132025) from the Polytechnic Institute of Viana do Castelo, Portugal. Although the empirical basis derives from teacher education, the HISTOESE model fosters school\u2013community partnerships that indirectly support cultural tourism and sustainable, place-based recovery. Using inductive thematic analysis, the study traced how project-based learning (PBL) activities mobilised local heritage, community collaboration, and sustainable pedagogical practices. Three key findings emerged: (1) local-context pedagogies strengthened children\u2019s historical consciousness and heritage literacy; (2) inclusive, low-cost and upcycling strategies fostered community participation; and (3) partnerships with museums, tourism offices, and cultural associations generated visible cultural events that reinforced post-COVID resilience. The HISTOESE framework synthesises these insights into four interrelated pillars\u2014Proximity and Contextualization, Inclusive and Sustainable Practices, Recognition and Valorisation and Active Citizenship and Collaboration\u2014providing a transferable model for teacher education and community-based cultural sustainability. Practical implications concern curriculum design, heritage\u2013tourism interfaces, and collaborative strategies for sustainable development.<\/jats:p>","DOI":"10.3390\/su17219891","type":"journal-article","created":{"date-parts":[[2025,11,6]],"date-time":"2025-11-06T09:02:03Z","timestamp":1762419723000},"page":"9891","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":3,"title":["Heritage Education, Sustainability and Community Resilience: The HISTOESE Project-Based Learning Model"],"prefix":"10.3390","volume":"17","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-5052-0624","authenticated-orcid":false,"given":"Gon\u00e7alo Maia","family":"Marques","sequence":"first","affiliation":[{"name":"Instituto Polit\u00e9cnico de Viana do Castelo (IPVC), Escola Superior de Educa\u00e7\u00e3o, Centro de Investiga\u00e7\u00e3o e Inova\u00e7\u00e3o em Educa\u00e7\u00e3o (INED), 4901-908 Viana do Castelo, Portugal"}]}],"member":"1968","published-online":{"date-parts":[[2025,11,6]]},"reference":[{"key":"ref_1","unstructured":"Tilden, F. 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