Turkish-Hungarian Heritage Quest: Uncovering Lost Memories

<< Background >>In recent years, we have noticed a growing disconnect between students and their cultural roots. While school curricula include national history, they rarely offer experiential learning or intercultural dialogue, especially around shared European heritage. As a result, many students see cultural heritage as abstract or irrelevant. We wanted to make heritage education more engaging and inclusive by showing how cultures—particularly Hungarian and Turkish—have influenced each other over time. Since 2024 marked the 100th anniversary of the establishment of diplomatic relations between Turkey and Hungary, the topic seemed to be relevant. This helped students reflect on identity, diversity, and empathy in a European context. The project also responded to the need for interdisciplinary, student-centred learning. Many young people—especially those with fewer opportunities—benefit from creative, collaborative, and digital tools that bring history to life. By exploring tangible and intangible heritage across borders, students could connect past and present while developing critical thinking and intercultural skills. By the exploration of tangible and intangible heritage across borders, we sought to promote active citizenship.<< Objectives >>Our primary goal was to raise awareness among students about the significance of cultural heritage in shaping both personal and collective identity. We aimed to inspire curiosity toward the forgotten parts of European history, especially those reflecting Hungarian-Turkish cultural ties. By doing so, we wanted to encourage young people to think critically about how heritage shapes their present and future. We also sought to cultivate respect for diversity by helping students discover how elements of one country’s culture have been integrated into another’s over time. This exploration was meant to deepen empathy, tolerance, and mutual understanding among students of different backgrounds. In addition, we wanted students to realize that cultural heritage is not static—it evolves through interaction, memory, and reinterpretation. The project also aimed to promote lifelong learning attitudes, especially in relation to history, identity, and culture. We hoped to encourage students to become tradition keepers in their communities, capable of appreciating, protecting, and transmitting cultural values to future generations. Finally, we wanted to strengthen the educational role of cultural heritage as a tool to foster civic values.<< Implementation >>The project was implemented through a four-phase structure, each designed to deepen students’ understanding and engagement with cultural heritage. First, we introduced the concept of cultural heritage through literature review and classroom discussions, helping students build a theoretical foundation. In the second phase, we conducted pre-project surveys and tests to assess participants’ initial knowledge and awareness of cultural heritage and intercultural ties. The third phase focused on experiential learning. Students participated in lectures, seminars, workshops, and excursions in Turkey, where they explored Hungarian historical traces, including cemeteries, monuments, and museums. They documented their findings through photography, videos, and podcast recordings, which were later compiled into an interactive e-book. These activities developed students' digital literacy, creativity, and historical inquiry skills. Finally, we conducted post-project assessments to evaluate changes in students’ knowledge and awareness. Throughout the project, we facilitated language exchange activities and team-based tasks to promote intercultural communication and inclusive participation. The entire process was designed to cultural heritage.<< Results >>The project led to several concrete outputs and significant results. Firstly, an interactive eBook (and a printable also) was created, compiling students' findings, including photos, videos, and podcasts documenting Hungarian historical traces in Turkey. This eBook not only serves as a digital repository of knowledge but also allows others to explore the project's outcomes. Secondly, the project enhanced students' digital literacy by integrating creative tools like photography, video production, and podcasting into the historical research process, fostering critical thinking and digital skills. Thirdly, the project promoted intercultural communication through language exchange activities and collaborative tasks, increasing students' empathy, tolerance, and understanding of diverse cultures. Pre- and post-project assessments indicated a notable improvement in students' knowledge and awareness of cultural heritage and intercultural ties. Furthermore, the project successfully encouraged lifelong learning attitudes, particularly regarding history, identity, and culture. Students emerged as ready to share and protect cultural values. The final products (eBooks, videos) can be integrated into the school curriculum as new teaching tools.