Abstract

Museum education has evolved from traditional curatorial practices to audience-centered approaches integrating technology and participatory strategies. Since the nineteenth and twentieth centuries, it has shifted from a focus on intellectual enrichment to a more interactive, inquiry-based learning model, influenced by progressive education theories. This transformation aligns with the International Council of Museums’ emphasis on education, inclusivity, and community engagement. Despite these advancements, museum educators continue to face significant challenges, including role ambiguity, resource constraints, and a lack of professional recognition. Issues such as unclear job descriptions, limited institutional support, and inadequate professional development opportunities hinder their effectiveness. This study examines the experiences of 122 museum educators in Türkiye through an online needs analysis and an in-person workshop conducted between May and October 2024. Using participatory methods, key themes emerged, including professional identity, organizational infrastructure, academic development, and public awareness. The findings highlight the urgent need for professional associations, curriculum integration, sustainable frameworks, and increased collaboration with governmental and educational institutions to support museum educators. A SWOT analysis conducted during the workshops revealed persistent resource limitations, career stagnation, and the absence of structured professional development programs. To address these challenges, participants proposed interdisciplinary collaboration, policy advocacy, and the establishment of structured support mechanisms. By emphasizing reflective practice, this study enhances understanding of museum educators’ evolving roles and their contribution to transforming museums into dynamic centers of learning and cultural dialogue. The findings offer practical recommendations to strengthen the professional identity and effectiveness of museum educators in Türkiye.