Arts, Culture, and Heritage as Drivers of Change
Discovering Riga Through Play
Discovering Riga Through Play: A New Way to Experience Urban Heritage
Cita Rīga is an urban heritage initiative from Riga, Latvia, that helps children and young people explore the city through experiments, games, and creative research. Instead of traditional lessons, participants investigate real places, uncover hidden stories, and learn how the city has changed over time. The project turns urban heritage into a living classroom, inspiring curiosity, critical thinking, and a sense of belonging to the city.
Latvia
Local
Administrative territory of Riga, Latvia
Mainly urban
It involves other types of transformations (soft investment)
Yes
2026-03-01
No
No
No
Organisation
Cita Rīga is an urban heritage initiative from Riga that reimagines how children and young people discover and understand the city. The project transforms the urban environment into a learning space where neighbourhoods, streets and historical places become sites for exploration, experiments and creative discovery.
The initiative began as the online platform www.citariga.lv , which collected stories about Riga’s neighbourhoods at a time when public attention was mostly focused on the historic centre. The platform highlighted the diversity of the city and showed that every neighbourhood contains its own history, identity and cultural layers.
Working with this material gradually led to practical activities in the city. Experimental urban walks and unconventional excursions were organised where participants explored places through observation, tasks and small research activities.
As the concept developed, the project introduced experiential methods that allow participants to test historical stories and urban processes through practical experiments. This approach transforms heritage learning into an engaging and participatory experience.
Today Cita Rīga is implemented through workshops, urban expeditions, camps and public activities organised across the administrative territory of Riga. Each year around 2,500 children and young people take part in the activities, often returning repeatedly and later becoming volunteers or facilitators supporting younger participants.
By turning everyday urban spaces into environments for discovery and learning, Cita Rīga shows how cultural heritage can become a powerful tool for education, curiosity and civic engagement while strengthening people’s connection with the city.
Cita Rīga redefines how cities can be learned, transforming the urban environment into an active, experiential learning space.
The initiative began as the online platform www.citariga.lv , which collected stories about Riga’s neighbourhoods at a time when public attention was mostly focused on the historic centre. The platform highlighted the diversity of the city and showed that every neighbourhood contains its own history, identity and cultural layers.
Working with this material gradually led to practical activities in the city. Experimental urban walks and unconventional excursions were organised where participants explored places through observation, tasks and small research activities.
As the concept developed, the project introduced experiential methods that allow participants to test historical stories and urban processes through practical experiments. This approach transforms heritage learning into an engaging and participatory experience.
Today Cita Rīga is implemented through workshops, urban expeditions, camps and public activities organised across the administrative territory of Riga. Each year around 2,500 children and young people take part in the activities, often returning repeatedly and later becoming volunteers or facilitators supporting younger participants.
By turning everyday urban spaces into environments for discovery and learning, Cita Rīga shows how cultural heritage can become a powerful tool for education, curiosity and civic engagement while strengthening people’s connection with the city.
Cita Rīga redefines how cities can be learned, transforming the urban environment into an active, experiential learning space.
Cita Rīga developed gradually from a digital initiative into a practical urban heritage project. The first step was the creation of the online platform www.citariga.lv, which collected stories about Riga’s neighbourhoods at a time when public attention was mostly focused on the historic centre. The platform highlighted that the city is a diverse urban environment shaped by many communities, places and historical layers.
Working with this material inspired the idea of bringing these stories into the real city. Instead of presenting history through traditional lectures or guided tours, the project began organising experimental urban walks and unconventional excursions where participants explore places through observation, discussion and practical tasks.
Cita Rīga is not only about telling historical stories. It is a way of encouraging people to look at their city differently and notice hidden details of everyday urban spaces. Participants are invited to observe buildings, search for traces of reconstruction, and recognise how streets and neighbourhoods have changed over time.
An important element of the methodology is learning through experiments and practical tasks. Historical events and urban processes are explored by recreating them in simple experimental ways. For example, participants build models of the Daugava river fortification system and simulate floods to understand how defensive structures functioned. Other activities include testing the historical story that the fire of St Peter’s Church was extinguished with milk, or recreating the movement of sailing ships on the Daugava to discover the difficulties that historical navigation once faced.
Whenever possible, experiments are created using reused or recycled materials. This approach reflects the project’s low-resource philosophy and demonstrates how creative educational activities can be implemented without significant environmental impact.
Working with this material inspired the idea of bringing these stories into the real city. Instead of presenting history through traditional lectures or guided tours, the project began organising experimental urban walks and unconventional excursions where participants explore places through observation, discussion and practical tasks.
Cita Rīga is not only about telling historical stories. It is a way of encouraging people to look at their city differently and notice hidden details of everyday urban spaces. Participants are invited to observe buildings, search for traces of reconstruction, and recognise how streets and neighbourhoods have changed over time.
An important element of the methodology is learning through experiments and practical tasks. Historical events and urban processes are explored by recreating them in simple experimental ways. For example, participants build models of the Daugava river fortification system and simulate floods to understand how defensive structures functioned. Other activities include testing the historical story that the fire of St Peter’s Church was extinguished with milk, or recreating the movement of sailing ships on the Daugava to discover the difficulties that historical navigation once faced.
Whenever possible, experiments are created using reused or recycled materials. This approach reflects the project’s low-resource philosophy and demonstrates how creative educational activities can be implemented without significant environmental impact.
urban heritage
experiential learning
youth engagement
community impact
transferable method
Cita Rīga contributes to sustainability by promoting a deeper understanding of the urban environment and encouraging responsible relationships with cultural heritage and the city landscape. Instead of creating new physical infrastructure, the project uses the existing urban environment as an open learning space where streets, neighbourhoods and historical places become resources for education and discovery. Through urban explorations, experiments and place based activities, participants learn how cities develop, how historical layers remain present in everyday spaces and why cultural heritage should be preserved as part of a sustainable urban future. By strengthening awareness of the value of existing places, the project encourages a culture of care for the built environment and promotes long-term thinking about the city. An important aspect of the project is its low-resource approach. Activities rely on simple tools, observation, experimentation and direct interaction with the urban environment rather than on expensive infrastructure or materials. This allows the methodology to be implemented with minimal environmental impact while remaining accessible to different communities. The project also encourages curiosity and critical thinking about the relationship between people and the city. Participants learn how urban environments change over time and how decisions about development influence everyday life and future urban sustainability. By helping children and young people develop a personal connection with the places where they live, Cita Rīga supports long-term cultural sustainability. Participants gain a stronger sense of responsibility for their surroundings and a deeper understanding of the importance of protecting and valuing urban heritage. Through this approach, the project demonstrates how education and cultural heritage can contribute to building more sustainable and conscious urban communities
Cita Rīga contributes to aesthetics by transforming the way people experience and perceive the urban environment. The project encourages participants to look at familiar streets, neighbourhoods and historical places with curiosity, discovering details, stories and connections often overlooked in everyday life. Through this process, the city becomes not only a functional environment but also a place of meaning, memory and imagination.
Activities are designed to create meaningful experiences in real urban spaces. Through urban expeditions, experiments and creative tasks, participants engage directly with their surroundings. Instead of simply observing the city, they explore historical layers, question stories and experience places through discovery, play and practical exploration.
This approach allows participants to rediscover the aesthetic value of everyday urban environments. Even familiar locations can reveal unexpected beauty when their history, structure and stories become visible. By encouraging observation and interpretation, the project helps participants experience the city as a rich cultural landscape rather than a neutral background for daily routines.
A key aspect of the project is creating a strong sense of belonging. When participants explore neighbourhoods, investigate local stories and reflect on the city’s development, they begin to see these places as part of their own identity. This strengthens emotional connections with the city and encourages care and responsibility for the urban environment.
In the longer term, the project helps cultivate a more attentive and engaged relationship with the city. By revealing the cultural value of everyday places and encouraging exploration, Cita Rīga demonstrates how aesthetics can emerge from a deeper understanding of urban spaces and their stories.
Activities are designed to create meaningful experiences in real urban spaces. Through urban expeditions, experiments and creative tasks, participants engage directly with their surroundings. Instead of simply observing the city, they explore historical layers, question stories and experience places through discovery, play and practical exploration.
This approach allows participants to rediscover the aesthetic value of everyday urban environments. Even familiar locations can reveal unexpected beauty when their history, structure and stories become visible. By encouraging observation and interpretation, the project helps participants experience the city as a rich cultural landscape rather than a neutral background for daily routines.
A key aspect of the project is creating a strong sense of belonging. When participants explore neighbourhoods, investigate local stories and reflect on the city’s development, they begin to see these places as part of their own identity. This strengthens emotional connections with the city and encourages care and responsibility for the urban environment.
In the longer term, the project helps cultivate a more attentive and engaged relationship with the city. By revealing the cultural value of everyday places and encouraging exploration, Cita Rīga demonstrates how aesthetics can emerge from a deeper understanding of urban spaces and their stories.
Cita Rīga promotes inclusion by creating accessible opportunities for people of different ages, backgrounds and neighbourhoods to explore and experience the city together. The project is designed to be open and approachable, allowing children, young people, families and community members to participate in activities that encourage curiosity and discovery.
A key principle of the project is accessibility. Activities take place directly in the urban environment across the administrative territory of Riga, using streets, neighbourhoods and public spaces as learning environments. Because the city itself becomes the classroom, participation does not depend on specialised infrastructure or expensive resources, making activities accessible to a wide range of participants.
Affordability is also an important aspect of inclusion. Many activities are supported through public cultural and educational programmes or organised in cooperation with schools and community institutions, allowing children and young people to participate regardless of their economic background.
The project encourages interaction across generations and social groups. Children, young people, families and educators explore the city together, share perspectives and discuss how places have developed over time. These shared experiences strengthen social connections and build relationships between communities and their local environment.
Another important element of inclusion is the participatory approach. Participants are not passive listeners but active explorers who investigate places, test historical stories and contribute their own interpretations. This creates a more democratic and engaging way of experiencing cultural heritage.
Through these approaches, Cita Rīga demonstrates how urban heritage initiatives can create inclusive experiences that strengthen participation, curiosity and a sense of belonging for diverse groups within the city.
A key principle of the project is accessibility. Activities take place directly in the urban environment across the administrative territory of Riga, using streets, neighbourhoods and public spaces as learning environments. Because the city itself becomes the classroom, participation does not depend on specialised infrastructure or expensive resources, making activities accessible to a wide range of participants.
Affordability is also an important aspect of inclusion. Many activities are supported through public cultural and educational programmes or organised in cooperation with schools and community institutions, allowing children and young people to participate regardless of their economic background.
The project encourages interaction across generations and social groups. Children, young people, families and educators explore the city together, share perspectives and discuss how places have developed over time. These shared experiences strengthen social connections and build relationships between communities and their local environment.
Another important element of inclusion is the participatory approach. Participants are not passive listeners but active explorers who investigate places, test historical stories and contribute their own interpretations. This creates a more democratic and engaging way of experiencing cultural heritage.
Through these approaches, Cita Rīga demonstrates how urban heritage initiatives can create inclusive experiences that strengthen participation, curiosity and a sense of belonging for diverse groups within the city.
Cita Rīga is built on a participatory approach that
actively involves citizens, communities and civil society
organisations in exploring and interpreting the cultural
heritage of Riga. The project is designed not as a
traditional educational programme where participants
passively receive information, but as a collaborative
process where people discover the city together.
Children and young people participate in urban
expeditions, workshops and experimental activities
organised across the administrative territory of Riga.
Instead of simply listening to historical explanations,
participants observe places, analyse historical layers
and test historical narratives through practical tasks and
experiments. In this way they become active
contributors to the learning process and develop their
own interpretations of urban heritage.
Participation is a central element of the project’s long
term structure. Each year around 2,500 children and
young people take part in the activities, and many
return over several years. This generational learning
model strengthens community ownership and creates a
sustainable cycle of knowledge transfer.
Local communities also contribute through their
knowledge of neighbourhoods, stories and everyday
experiences of the city. Activities often take place in
different districts of Riga, allowing participants to
connect heritage with the lived reality of local
communities.
Civil society organisations, schools, libraries and youth
centres collaborate in organising activities and reaching
diverse groups of participants. These partnerships allow
the project to adapt to different contexts and ensure
broad accessibility.
Through this participatory approach, Cita Rīga
demonstrates how cultural heritage initiatives can
empower citizens to become active explorers and
interpreters of their urban environment, strengthening
both community engagement and a shared sense of
belonging.
actively involves citizens, communities and civil society
organisations in exploring and interpreting the cultural
heritage of Riga. The project is designed not as a
traditional educational programme where participants
passively receive information, but as a collaborative
process where people discover the city together.
Children and young people participate in urban
expeditions, workshops and experimental activities
organised across the administrative territory of Riga.
Instead of simply listening to historical explanations,
participants observe places, analyse historical layers
and test historical narratives through practical tasks and
experiments. In this way they become active
contributors to the learning process and develop their
own interpretations of urban heritage.
Participation is a central element of the project’s long
term structure. Each year around 2,500 children and
young people take part in the activities, and many
return over several years. This generational learning
model strengthens community ownership and creates a
sustainable cycle of knowledge transfer.
Local communities also contribute through their
knowledge of neighbourhoods, stories and everyday
experiences of the city. Activities often take place in
different districts of Riga, allowing participants to
connect heritage with the lived reality of local
communities.
Civil society organisations, schools, libraries and youth
centres collaborate in organising activities and reaching
diverse groups of participants. These partnerships allow
the project to adapt to different contexts and ensure
broad accessibility.
Through this participatory approach, Cita Rīga
demonstrates how cultural heritage initiatives can
empower citizens to become active explorers and
interpreters of their urban environment, strengthening
both community engagement and a shared sense of
belonging.
Cita Rīga is implemented through cooperation between
stakeholders at multiple levels, creating a network that
connects local communities, educational institutions,
cultural organisations and public authorities.
At the local level, children, young people, families and
neighbourhood communities are the central participants
of the project. Through urban expeditions, workshops
and experimental activities they explore different areas
of Riga and contribute their own observations,
questions and interpretations of the city’s heritage.
Their participation shapes the content of the activities
and strengthens engagement with local places.
Educational institutions play an important role in the
implementation of the project. Schools, libraries and
youth centres collaborate in organising activities and
integrating them into educational programmes. These
institutions help reach diverse groups of participants
and create learning environments where heritage
exploration can continue beyond individual events.
At the municipal level, the project benefits from
cooperation with cultural and educational programmes
of the Riga City Council, which support the
implementation of activities across the city. Public
spaces, neighbourhoods and historical sites become
open learning environments where heritage can be
explored directly.
At a broader level, the project contributes to
international dialogue on heritage education. The
methodology and results have been shared with
educators, cultural organisations and heritage
professionals through presentations, exchanges and
collaborative initiatives.
This multilevel engagement strengthens the project’s
impact. Local participation ensures relevance and
community ownership, institutional partnerships provide
stability and continuity, and wider professional
exchange allows the model to be adapted and
discussed in different European contexts.
stakeholders at multiple levels, creating a network that
connects local communities, educational institutions,
cultural organisations and public authorities.
At the local level, children, young people, families and
neighbourhood communities are the central participants
of the project. Through urban expeditions, workshops
and experimental activities they explore different areas
of Riga and contribute their own observations,
questions and interpretations of the city’s heritage.
Their participation shapes the content of the activities
and strengthens engagement with local places.
Educational institutions play an important role in the
implementation of the project. Schools, libraries and
youth centres collaborate in organising activities and
integrating them into educational programmes. These
institutions help reach diverse groups of participants
and create learning environments where heritage
exploration can continue beyond individual events.
At the municipal level, the project benefits from
cooperation with cultural and educational programmes
of the Riga City Council, which support the
implementation of activities across the city. Public
spaces, neighbourhoods and historical sites become
open learning environments where heritage can be
explored directly.
At a broader level, the project contributes to
international dialogue on heritage education. The
methodology and results have been shared with
educators, cultural organisations and heritage
professionals through presentations, exchanges and
collaborative initiatives.
This multilevel engagement strengthens the project’s
impact. Local participation ensures relevance and
community ownership, institutional partnerships provide
stability and continuity, and wider professional
exchange allows the model to be adapted and
discussed in different European contexts.
Cita Rīga is based on a transdisciplinary approach that combines knowledge from several fields to create engaging ways of exploring cultural heritage. The project connects history, education, urban studies, social sciences and experimental learning to help participants understand the city as a complex cultural environment.
Historical research forms an important foundation of the project. Activities are developed using archival sources, historical maps, urban development studies and academic research. Collaboration with historians, museum specialists and librarians ensures historical accuracy and depth of the programmes.
Educational methodology is another key component. The project draws on experiential learning approaches that encourage participants to explore, experiment and ask questions rather than memorise facts. Through this method children and young people develop analytical thinking, observation skills and curiosity about the urban environment.
Urban studies and spatial analysis also play a significant role. Participants explore neighbourhoods, industrial areas, historic districts and natural landscapes, learning how social, economic and environmental factors have shaped urban development.
Elements of science and experimentation are integrated into activities through practical testing of historical stories and processes. These experiments allow participants to investigate historical narratives in a hands-on way, connecting knowledge with basic scientific reasoning.
Creative interpretation and storytelling enrich the approach, encouraging participants to imagine past events, reconstruct situations and reflect on the cultural meaning of places.
By combining historical research, educational innovation, urban exploration and experimental learning, it shows how different fields can work together to create an accessible approach to cultural heritage education.
It can be integrated into education systems as a scalable model for urban heritage learning .
Historical research forms an important foundation of the project. Activities are developed using archival sources, historical maps, urban development studies and academic research. Collaboration with historians, museum specialists and librarians ensures historical accuracy and depth of the programmes.
Educational methodology is another key component. The project draws on experiential learning approaches that encourage participants to explore, experiment and ask questions rather than memorise facts. Through this method children and young people develop analytical thinking, observation skills and curiosity about the urban environment.
Urban studies and spatial analysis also play a significant role. Participants explore neighbourhoods, industrial areas, historic districts and natural landscapes, learning how social, economic and environmental factors have shaped urban development.
Elements of science and experimentation are integrated into activities through practical testing of historical stories and processes. These experiments allow participants to investigate historical narratives in a hands-on way, connecting knowledge with basic scientific reasoning.
Creative interpretation and storytelling enrich the approach, encouraging participants to imagine past events, reconstruct situations and reflect on the cultural meaning of places.
By combining historical research, educational innovation, urban exploration and experimental learning, it shows how different fields can work together to create an accessible approach to cultural heritage education.
It can be integrated into education systems as a scalable model for urban heritage learning .
Cita Rīga operates with a mixed and flexible business
model that combines public funding, self-generated
income, donations and volunteer contribution. This
diversified structure allows the project to remain
financially sustainable while keeping activities
accessible to participants.
The core financial support comes from project-based
public funding, particularly cultural and educational
programmes of the Riga City Council and national
cultural initiatives. These programmes support the
development and implementation of educational
activities, workshops and urban expeditions across the
city.
Additional income is generated through paid
educational activities, collaborations with schools and
institutions, and project partnerships. This self
generated income provides flexibility and helps the
organisation continue developing new programmes and
materials.
Private donations and in-kind contributions also support
the project. Local partners, businesses and individuals
occasionally contribute materials, logistical support or
small financial donations, helping reduce operational
costs.
A key element of the business model is the low-cost
design of the methodology. Activities rely on simple
tools, reusable materials and the urban environment
itself as an open learning space. This significantly
reduces infrastructure costs and allows the organisation
to operate efficiently with modest financial resources.
Volunteer involvement also plays an important role in
the sustainability of the project. Many former
participants return as volunteers or youth facilitators,
helping to organise activities and mentor younger
participants.
By combining diversified funding sources, low
operational costs and strong community involvement,
Cita Rīga has developed a financially resilient model
that allows the project to continue evolving and
expanding its impact over time
model that combines public funding, self-generated
income, donations and volunteer contribution. This
diversified structure allows the project to remain
financially sustainable while keeping activities
accessible to participants.
The core financial support comes from project-based
public funding, particularly cultural and educational
programmes of the Riga City Council and national
cultural initiatives. These programmes support the
development and implementation of educational
activities, workshops and urban expeditions across the
city.
Additional income is generated through paid
educational activities, collaborations with schools and
institutions, and project partnerships. This self
generated income provides flexibility and helps the
organisation continue developing new programmes and
materials.
Private donations and in-kind contributions also support
the project. Local partners, businesses and individuals
occasionally contribute materials, logistical support or
small financial donations, helping reduce operational
costs.
A key element of the business model is the low-cost
design of the methodology. Activities rely on simple
tools, reusable materials and the urban environment
itself as an open learning space. This significantly
reduces infrastructure costs and allows the organisation
to operate efficiently with modest financial resources.
Volunteer involvement also plays an important role in
the sustainability of the project. Many former
participants return as volunteers or youth facilitators,
helping to organise activities and mentor younger
participants.
By combining diversified funding sources, low
operational costs and strong community involvement,
Cita Rīga has developed a financially resilient model
that allows the project to continue evolving and
expanding its impact over time
Cita Rīga has strong potential for scalability because its
methodology is simple, adaptable and not dependent
on expensive infrastructure or specialised equipment.
The project is based on a flexible model that can be
applied in different cities, neighbourhoods or
educational environments.
One of the most transferable elements is the
“experimental history” approach. Instead of learning
history through lectures, participants investigate
historical events through practical experiments, urban
exploration and problem-solving activities. This method
encourages curiosity, critical thinking and active
participation, making it suitable for a wide range of
educational contexts.
Urban expeditions are another easily replicable
component. The model can be adapted to any city or
region where participants explore local heritage sites,
neighbourhoods and landscapes using maps,
storytelling tasks and observation exercises. Because
every place has its own history, the format can be
customised using local stories and cultural references.
The project also provides a flexible toolkit of activities
such as heritage games, small-scale experiments and
creative tasks. These tools require only basic materials
and public space, allowing educators, youth
organisations and cultural institutions to implement
similar activities with minimal resources.
An important element of scalability is the community
based approach. Participants are encouraged to
become active explorers and, over time, many return as
volunteers or facilitators. This peer-learning model
helps sustain activities and can be reproduced in other
communities.
Because the methodology relies on creativity, local
knowledge and participation rather than costly
infrastructure, it can be adapted to different social and
cultural contexts across Europe. The methodology is currently gaining visibility in European heritage contexts and is being considered within international evaluation processes.
methodology is simple, adaptable and not dependent
on expensive infrastructure or specialised equipment.
The project is based on a flexible model that can be
applied in different cities, neighbourhoods or
educational environments.
One of the most transferable elements is the
“experimental history” approach. Instead of learning
history through lectures, participants investigate
historical events through practical experiments, urban
exploration and problem-solving activities. This method
encourages curiosity, critical thinking and active
participation, making it suitable for a wide range of
educational contexts.
Urban expeditions are another easily replicable
component. The model can be adapted to any city or
region where participants explore local heritage sites,
neighbourhoods and landscapes using maps,
storytelling tasks and observation exercises. Because
every place has its own history, the format can be
customised using local stories and cultural references.
The project also provides a flexible toolkit of activities
such as heritage games, small-scale experiments and
creative tasks. These tools require only basic materials
and public space, allowing educators, youth
organisations and cultural institutions to implement
similar activities with minimal resources.
An important element of scalability is the community
based approach. Participants are encouraged to
become active explorers and, over time, many return as
volunteers or facilitators. This peer-learning model
helps sustain activities and can be reproduced in other
communities.
Because the methodology relies on creativity, local
knowledge and participation rather than costly
infrastructure, it can be adapted to different social and
cultural contexts across Europe. The methodology is currently gaining visibility in European heritage contexts and is being considered within international evaluation processes.
