Conclusions 102 change effects on different climate zones, landscapes and different types of cultural heritage. The project has brought significant contribution in terms of TRANSFERABILITY has the CHePiCC School set up allowed the transfer of either the entire topics or parts of them into almost any curriculum in higher education. HE learners can extract their specific needs from the and include them into already existing curricula or into near future ones. Moreover, the setup of the School allowed different levels of participation for the HE learners, thus facilitating equity and inclusion: listening to lessons and actively participating in the discussions brought up by the teachers; being tutored during self-learning activities and on-the-field visits; writing of final reports and preparation of presentations about the School topics. In addition, the entire concept of the School can easily be transferred to other frameworks. As a matter of fact, the idea of the School was born from choosing a city (Trondheim, in this case), selecting the points of interest according to the School’s topics, and finally engaging the local and international experts in the field (academics, stakeholders etc.) to deliver high-level lessons and activities. For this reason, the School main concept has a high potential and can be easily adapted to other conditions, cities and situations that may be interesting to study in the framework of the Cultural Heritage Protection.
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