Assess learners’ ability to evaluate ethical frameworks (e.g., rights‑based, restorative, consequentialist, decolonial) and weigh competing stakeholder priorities (source communities, museums, states, collectors, publics) in contested cultural heritage repatriation and restitution cases; tasks include critical analysis of provenance and legal context, comparison of case study outcomes, identification of ethical trade‑offs, and formulation of justified, implementable recommendations that balance legal, moral, and reparative considerations.