Heritage Education and School Dropout: Integrating Self-Perception and Observational Tools (Q-PEPAS and O-PEPAS)

Abstract

This study examines the relationship between cultural heritage education and the risk of Early School Leaving (ESL), integrating two complementary instruments: Q-PEPAS, which captures students’ perceptions, and O-PEPAS, which documents observable classroom behaviors. Based on a non-representative group of secondary school students in Italy, the research compares subjective and observed data across key areas such as motivation, relationships, family and community involvement, cultural identity, and dropout risk. The findings reveal strong convergences in identity, active citizenship, and community participation, where self-reported perceptions align with observed behaviors, thereby confirming the protective role of heritage education. However, significant discrepancies emerge in motivation, relationships, and dropout risk: while many students report high motivation and collaboration, observations indicate lower levels of sustained engagement and early signs of disaffection. These results highlight the limitations of relying solely on self-perceptions and emphasize the importance of triangulating subjective and behavioral data. The study contributes both methodologically—through the validation and integrated use of Q-PEPAS and O-PEPAS—and practically, by providing teachers and policymakers with reliable tools to monitor student engagement and design targeted interventions. Heritage education thus emerges not only as a form of cultural enrichment but also as a strategic factor in fostering belonging, motivation, and resilience against Early School Leaving.