The integration of 3D modeling technologies in Australian universities is transforming the study and preservation of cultural heritage, providing innovative ways to enhance educational outcomes and accessibility. This article by Keep et al. meticulously explores how these digital tools are being adopted across various institutions to support object-based learning (OBL) and research.

This paper delves into the significant rise of 3D digitization in cultural heritage, driven by the increasing availability of advanced, user-friendly technology. By examining the methodologies employed by major Australian universities, the authors present compelling evidence of how 3D models serve not just as substitutes for physical artifacts but as enhanced digital surrogates that offer new insights and educational opportunities. For instance, the University of Sydney and the University of Melbourne showcase projects where digital models allow for detailed examination of artifacts beyond what is possible in physical settings, demonstrating the practical benefits and pedagogical impacts of 3D modeling.

However, the article also highlights substantial challenges, including the lack of standardized practices and sustainable funding, which could impede the full potential of these digital surrogates. The variability in digitization and metadata practices among institutions suggests a pressing need for standardized protocols to ensure compatibility and maximize the utility of 3D models in academic and research settings.

One of the most compelling aspects of this study is its discussion on the future of digital methodologies in heritage studies. The authors advocate for strategic, long-term collaboration to address these challenges, suggesting that without a concerted effort to regulate and standardize 3D modeling practices, the benefits of these technologies might not be fully realized. They call for a symposium similar to the London Charter, aiming to establish guidelines that could shepherd the growth and integration of 3D technologies in cultural heritage studies.

This recommendation for Keep et al.’s article is based on its insightful analysis and its potential to serve as a blueprint for other institutions looking to incorporate 3D modeling into their curricula. The detailed case studies and critical perspectives on standardization and sustainability provide a crucial viewpoint for future developments in this field. The article not only underscores the successes of digital surrogates in educational contexts but also addresses the limitations and challenges, paving the way for enriched academic discourse and practical applications in cultural heritage studies.

References

Thomas J. Keep, Madeline M. G. Robinson, Jackson Shoobert, Jessie Birkett-Rees (2025) An Australian Overview: The Creation and Use of 3D Models in Australian Universities. Zenodo, ver.2 peer-reviewed and recommended by PCI Archaeology https://doi.org/10.5281/zenodo.13864694