Abstract

During the academic year 2023–2024, an annual research cultural program about local history called “Leandros” was designed and implemented based on the methodologies of inquiry learning and museum education. The main purpose of the program was to explore ways of co-constructing a symbiotic ecosystem of cooperation and learning—in other words, a continuous, mutually beneficial relationship and interaction between members of the three different Greek educational levels: the Department of Early Childhood Education of the University of Crete (Tertiary Education), the 1st Vocational Upper Secondary School (VUS) of Rethymno (Secondary Education), and the 9th Kindergarten of Rethymno (Primary Education). Program objectives also include methods for exploring inclusive and equitable quality education for all participants, the reinforcement of professional skills for teachers and students, and the evaluation of playful and multi-sensory learning procedures for cultural heritage, taking as case study the historic center of Rethymno. This article presents a short description of the program as well as the initial results of that synergy based on a mixed-methods analysis of VUS students’ experiences and feelings, derived from a Google Forms questionnaire and their personal journals. Participants reported enhanced self-confidence, deeper emotional connection with children, and clearer professional orientation, with some affirming interest in early childhood education and others reconsidering their career choices. Research results point to Leandros as an interesting model for inclusive, cross-level collaboration within formal curricula. Future applications could explore embedding such initiatives into formal curricula to promote equitable learning ecosystems and meaningful collaborations among communities, schools, and universities.