History Of Education Research Articles

“They fear us knowing too much”: a composite counterstory on black caregivers’ feelings toward teaching race and black history

Amid contemporary legislative efforts aimed to restrict the teaching of race-related topics and Black history in PK-12 public schools, the perspectives of Black caregivers are often excluded from educational policy decisions. In response to this erasure, I draw from Critical Race Theory and composite counterstorytelling as both theoretical and methodological frameworks to center Black caregivers’ feelings on the teaching of Black history and race in their children’s U.S. history courses, and as educators of these topics at home and in Black communal spaces. Presented through a composite counterstory, the findings reveal that caregivers draw on their racialized emotions as both a rationale for the inclusion of Black history and race in school curricula and as a pedagogical tool to teach their children about race and antiBlackness. The caregivers’ discussions of emotions also challenge dominant societal narratives surrounding Black emotionality.

The acquisition of subject literacy in secondary school CLIL and non-CLIL history education

In CLIL (Content and Language Integrated Learning), subject matter content is taught in a foreign language to enhance the learners’ mastery of the foreign language alongside subject matter learning. In previous research, no truly interdisciplinary stance was taken. By contrast, in the investigation reported here, the focus is on the integrated learning of language and content, investigating to what extent students master the characteristics of the genres typical of the subject discipline. Specifically, this article reports a study that, using insights from Systemic Functional Linguistics, investigated to what extent 18-year-old CLIL and non-CLIL students master the genre ‘historical report’ when writing in the CLIL language or in their mother tongue. On the basis of an interdisciplinary analysis of 60 student essays, we found that CLIL and non-CLIL students are equally able to express the voice of the historian in their texts and that overall text quality does not differ substantially between groups. In other words, regardless of the language in which they have studied history as a secondary school subject, they have learned at least to a certain degree to record, appraise, interpret, and evaluate historical facts, figures, and artifacts, just like a trained historian would do.

Enhancing Historical Understanding, Gender Perspectives, and Critical Thinking

This study examines the integration of AI-powered tools in university-level British history education, focusing on critical thinking, historical interpretation, and student engagement. First-year students at the Department of British and American Studies at the University of Ss. Cyril and Methodius in Trnava used ChatGPT, Perplexity, and HeyGen to analyse historical figures and create AI-generated presentations. Through a seminar-based workshop, students evaluated AI-generated content, verified historical accuracy, and developed digital storytelling skills. A qualitative research approach was used, with observation sheets assessing engagement, research validation, collaboration, and argument construction. Findings show that AI tools enhanced participation and creativity but also revealed challenges in source validation and critical analysis. The study underscores the need for AI literacy training and structured reflection to ensure AI complements rather than replaces historical inquiry.

Climate crisis, the Anthropocene and the future: historical thinking in the German climate movement

This article examines how historical thinking in the German climate movement incorporates the concepts of the future and the Anthropocene by paying a particular emphasis on Dipesh Chakrabarty’s reflections. Through a qualitative content analysis of journalistic interviews with activists from different political groups, the study explores how these actors conceptualise historical time, predict future scenarios and think historically. The findings highlight that activists often perceive the future as dystopian, grounded in their critique of capitalism and ecological threats. The urgency of climate action is emphasised, particularly in the context of perceived tipping points in planetary and human time. The study suggests that historical thinking in the climate movement is not only about temporal orientation, but also about fostering collective agency aimed at systemic change. This approach challenges the theory of the didactics of history by introducing new ways of integrating future perspectives into historical thinking processes, which are crucial in the Anthropocene.

Teaching students to evaluate online information in social studies: A comparative case study of teachers’ goals and approaches

ABSTRACT As young people consistently encounter social and political topics on the internet, it is critical to understand how teachers engage students in learning how to evaluate online information. This comparative case study analyzed how three social studies teachers described their goals for teaching history and government, their views on how those goals aligned with teaching students to evaluate online information, and how they approached teaching lessons on lateral reading. Through analysis of interviews, team meetings, and lesson observation records, I found that each teacher’s goals for teaching social studies informed their goals for teaching students to evaluate online information. These goals also aligned with key instructional moves each teacher made in the classroom. This case study informs our understanding of how social studies teachers approach teaching students to evaluate online information and can guide future professional development efforts that aim to cohere to teachers’ goals in their social studies classes.

‘Exhibit Asia’ and its Deconstruction through Collaborative Online Learning

Abstract In 2022, the Centre for Global South Asia (CGSA) at Royal Holloway University of London developed a small research project entitled ‘Exhibit Asia’. The aim was to explore the use of exhibitions in nation-making in postcolonial South and East Asia in contrast to the scholarly preoccupation with investigating the region’s history of museums and exhibitions primarily in a colonial context. Its academic outcomes were to be a conference and related publication; but we also wanted our research to be relevant to our students. The resulting intervention in the teaching and learning of history took the form of a curatorial fellowship for an international cohort of ten students from Taiwan, Japan, India, Pakistan and the UK, leading to a co-curated online exhibition. The first section of this article sets out the development, design and delivery of the fellowship and discusses the viability and relevance of such projects. The subsequent three sections are co-authored by several of the participating students. They outline their methods, reflections and learnings; share their insights on the role of exhibitions in perceptions of Asia in the UK today; and analyse responses to ‘Tea and Tigers’, the online exhibition that was the outcome of the fellowship.

Knowledge of Headache Red Flags among the General Population of Saudi Arabia: A Comprehensive Evaluation.

Insufficient recognition of ominous headache red flags delays specialized care for potentially life-threatening secondary pathologies. Population-level awareness in Saudi Arabia warrants assessment to guide public health planning. The aim of the study was to evaluate headache red flag knowledge and associated care-seeking attitudes among Saudi adults through a cross-sectional survey. A multistage random sample of 643 Saudis aged 15-85 years was recruited proportionally across 13 regions from November 23, 2023 to February 14, 2024. A self-administered questionnaire assessed knowledge of 12 common red flags through closed responses. Total scores were calculated, and associations with demographic/clinical predictors were examined using statistics including Chi-square, ANOVA, and Bayesian correlations. Mean knowledge score was 11.73/24 indicating partial overall understanding. Higher scores correlated with male gender, ages 36-55 years, tertiary education, and prior headache histories. Knowledge of key red flags like "thunderclap headache" was incomplete. Timely specialist evaluation for concerning symptoms received limited endorsement over analgesic use. Vulnerable subgroups demonstrating low awareness included females, youth, and those reliant on unreliable hazard information sources. Saudi adults demonstrated modest yet uneven headache red flag knowledge influenced by sociodemographic attributes. Specific deficits warrant targeted educational campaigns addressing individual and systemic barriers to prompt neurological evaluations for alarm symptoms. Public health efforts involving experts, community leaders, and technological innovations hold promise enhancing timely diagnosis of secondary pathologies nationwide if periodically monitored.

Testimonios as disruptive texts: Teaching about US imperialism and immigration through Central American testimonio

People from Central America now represent the third largest Latinx demographic in the United States (Noe-Bustamante et al., 2019). In fact, the total Central American-born population has grown more than tenfold since 1980, and by 24 percent since 2010 (Babich & Batalova, 2021), reaching a total of over three million Central American immigrants in the United States today. Despite this growing population, very little research has focused on the teaching and learning of Central American histories and experiences. Further, only a fraction of this research has been conducted through the perspectives of Central American educators themselves.

Internalisasi Nilai-nilai Kepahlawanan Aria Wangsakara dalam Pembelajaran Sejarah Lokal di SMA Negeri 2 Kota Tangerang: Studi Kasus: SMAN 2 Tangerang

This research aims to determine the local history knowledge of students at SMA Negeri 2 Tangerang City. The method used in this research is a descriptive qualitative method. By describing the results of my research that has been carried out. The main points of discussion in this research include: Aria Wangsakara's heroic values. Internalization of Aria Wangsakara's heroic values raised by students. The advantages and challenges of learning local history based on Aria Wangsakara's heroic values. The instruments used in this research were observation, documentation, interviews with history teachers, interviews with students and distributing questionnairs to students. As for the results of this research, the heroic values of Aria Wangsakara which are told to students make students know the history of the heroic figure Aria Wangsakara. Implementing Aria Wangsakara's heroic values to students which results in them loving their country, being diligent in worship, respecting each other, helping, working together, having a sense of responsibility, and being able to lead. Obstacles and challenges in learning history when conducting research. From the results of this research, it was found that there were still many students who did not know the history of Aria Wangsakara. Students are less orderly in class by chatting, joking and playing with handphones.

Connections between Didactic Decisions and Didactic Transposition in the Practice of Mathematics Teachers

This study analyzes the relationship between a mathematics teacher’s didactic decisions and the process of didactic transposition in a first-year high school class. The methodological approach is qualitative, with data collected through classroom observations and interviews. Grounded in French-influenced Mathematics Didactics, particularly in the teacher’s level of activity, the study explores how external, epistemic, and didactic history factors shape the teacher’s choices and the process of didactic transposition. The results show that teaching undergoes continuous modifications, impacted by unforeseen circumstances and classroom interactions. The conclusions highlight that the teacher’s didactic decisions and didactic transposition complement each other, contributing to the organization of school knowledge.

Mathematical modelling of the vitamin C clock reaction: a study of two kinetic regimes.

Chemically reacting systems exhibiting a repeatable delay period before a visible and sudden change are referred to as clock reactions; they have a long history in education and provide an idealization of various biochemical and industrial processes. We focus on a purely substrate-depletive clock reaction utilizing vitamin C, hydrogen peroxide, iodine and starch. Building on a recent study of a simplified two-reaction model under high hydrogen peroxide concentrations, we develop a more detailed model which breaks the slow reaction into two steps, one of which is rate-limiting unless hydrogen peroxide levels are very high. Through asymptotic analysis, this model enables the effect of hydrogen peroxide concentration to be elucidated in a principled way, resolving an apparent discrepancy with earlier literature regarding the order of the slow reaction kinetics. The model is analysed in moderate and high hydrogen peroxide regimes, providing approximate solutions and expressions for the switchover time which take into account hydrogen peroxide concentration. The solutions are validated through simultaneously fitting the same set of parameters to several experimental series, then testing on independent experiments across widely varying hydrogen peroxide concentration. The study thereby presents and further develops a validated mechanistic understanding of a paradigm chemical kinetics system.

Teacher's pedagogical competencies on the utilisation of instructional materials for teaching history subject in public secondary schools in Zanzibar: A case of the Pemba North Region

This study examined teachers' pedagogical competencies and the factors influencing the use of instructional materials (IMs) in teaching history in secondary schools in Zanzibar. A census sampling technique was employed, involving 81 history teachers from 35 public secondary schools in the Pemba North Region, Zanzibar. Data were collected using a closed-ended 5-point Likert scale questionnaire and classroom observation. Descriptive and inferential statistics with IBM SPSS Statistics version 26 and thematic analysis were employed to analyse quantitative and qualitative data. The findings revealed that teachers' pedagogical competencies in using instructional materials were low (mean = 1.93). Moreover, the study found a significant link between pedagogical competence and both in-service training (p = 0.012) and the teachers' subject specialisation (p = 0.006). The study concludes that most history teachers in Zanzibar's public secondary schools face considerable challenges in effectively utilising IMs. Addressing the challenges will require strengthening teachers' pedagogical and professional knowledge. The study recommends capacity-building initiatives, including continuous in-service training, workshops, seminars and the recruitment of fully qualified teachers to improve the teaching of history in public secondary schools in Zanzibar.

The Role of History Education in National Development: A Jos Case Study

History is a study of the past and the subject is vital for many reasons, including the careful collection, the preservation, and the creation of consciousness about the past that can guide towards the present and the future. The subject suffered a blow in the Nigerian curriculum because of its regular exclusion and inclusion by various administrations in the country. Another challenge that the subject of History suffers is that the indigenous peoples of Nigeria have not been writing their own histories; instead, other people write their histories for them. These researchers encourage Nigerians to begin to write their own histories. The research focuses on the importance of History as a subject to national development. The study employed a qualitative methodology is qualitative and this is necessary in order to obtain results on the perceptions of Nigerian students and teachers on the subject of teaching History in Nigerian schools. A case of two private schools in Jos has been collated. The study found a strong correlation between history education and national development. The researchers recommended that there is a need to revamp the curriculum of History in Nigeria with a view to emphasizing its roles towards national development.

Theatrical Pedagogy in Holocaust Education: Bridging History and Heritage in Scouting for Antisemitism Prevention and Fostering Jewish life in 1980s Poland

ABSTRACT This study examines a scouting group’s commemoration of the Warsaw Ghetto Uprising in 1980s Poland, amid martial law, focusing on innovative pedagogy and civic engagement. A visit to the Jewish Theatre serves as a transformative moment, highlighting the role of theatre in historical education and cultural expression. Using document analysis of an educator’s participant observations and varied inquiry methods, the research explores the prevention of antisemitism and the fostering of Jewish life within pedagogy. Scout leaders’ decisions reflect solutions to dilemmas surrounding intergenerational and intercultural dialogue. The theoretical framework underscores the interconnectedness of Holocaust education and human rights education.

I. N. Zhukov, a teacher who called soviet children pioneers

Introduction. The relevance of the article is determined by the desire to search for innovative working methods that can meet the requirements of our time and meet the needs of participants in the modern educational process at school. The purpose of the article is to refer to the practical pedagogical experience of a prominent Soviet teacher of the first half of the XX century. Innokenty Nikolaevich Zhukov (1875-1948), who vividly proved himself as an organizer of the scout and pioneer movement, the author of the idea of a long educational game, a children's writer and sculptor. Materials and methods. The author used the analysis of historical and pedagogical literature, biographical and memoir research methods, as well as value (axiological), formational and regional scientific and methodological approaches. Results. I. N. Zhukov acted as one of the first propagandists and organizers of the scout organization in pre Soviet Russia. He took an active part in the organization of the pioneer movement, and even suggested the very word "pioneer". He was the author of a significant number of publications on the education of children and adolescents, as well as useful, fascinating books for young people. He showed himself vividly as a sculptor. KEYWORDS Discussion. Prominent figures of culture and pedagogy, including O. Rodin, N. K. Krupskaya, L. N. Tolstoy, A.M. Gorky, A.V. Lunacharsky, S. T. Konenkov and others, highly appreciated I. N. Zhukov's contribution to Russian education and art as a teacher, sculptor and children's writer. In these areas, I. N. Zhukov proved himself to be an innovator who sought to activate the interest of children through the use of the game method. Conclusion. The fruitful, multifaceted activity of the teacher, writer and sculptor I. N. Zhukov is a vivid phenomenon in the history of Russian education in the first half of the XX century. The playful approach to the upbringing and education of children has found fruitful development in the works of the next generations of Russian teachers and undoubtedly deserves further study in the interests of modern theory and practice of education.

Socio-demographic factors influencing to glaucoma related blindness among patients attending eye clinic at Kenneth Matiba Eye and Dental Hospital, Murang'a County, Kenya

Background: Glaucoma, a leading cause of blindness, affects 76 million people worldwide, projected to reach 111.8 million by 2040. It causes 15% of global blindness, with 600,000 people losing sight annually. Risk factors include age, gender, education, income, and family history. In Kenya, glaucoma affects 4.3% of the population, accounting for 23% of blindness, with low surgical feasibility despite increasing healthcare access. Methods: This study used an analytical cross-sectional design, combining quantitative (interviewer-administered questionnaires) and qualitative (Key Informant Interviews) methods to collect data from 187 glaucoma patients at Kenneth Matiba Eye and Dental Hospital between July and September 2024. Ethical approval was obtained, and systematic random sampling was used. Quantitative data were analyzed with SPSS v29, while qualitative data were analyzed thematically. Reliability testing showed a Cronbach Alpha of 0.810. Statistical significance was set at p<0.05. Results: At least 120 (64.2%) of respondents had visual impairment related to glaucoma of which 46 (38.3%), 34 (28.3%) and 17 (14.2%) had moderate impairment, mild impairment and complete blindness. Age between 30-39 years (OR: 7.958, p=0.032), unemployment (p=0.027), and lack of health insurance (OR: 5.525, p=0.014), income levels of <Ksh 10,000 (OR: 12.708, p=0.028), and family history of glaucoma (OR: 5.919, p=0.012) were factors associated with glaucoma blindness. Conclusions: The study highlighted the link between visual impairment and social determinants, showing healthcare disparities tied to income, insurance, geography, and family history. It emphasizes the need for a multifaceted approach to prevention and treatment.

A Foundational Study on History Education Contents for Spreading Positive Perceptions of International Students by Focusing on the Reciprocal Relationship between Ennin and Silla Residents in Tang

A Foundational Study on History Education Contents for Spreading Positive Perceptions of International Students by Focusing on the Reciprocal Relationship between Ennin and Silla Residents in Tang

Changes and Characteristics of the Research on Japanese History Education - Focused on Doctoral Thesis -

Changes and Characteristics of the Research on Japanese History Education - Focused on Doctoral Thesis -

Historical Science in the Context of Modern Challenges and Transformations (Round Table)

Aim. To correlate the development of Russian historical science with global and Russian social transformations, modern geopolitical challenges. To define paradigms of new approaches to understanding the historical process.Metodology. The development of Russian historical science at the present stage was assessed from the standpoint of historiography and the history of the philosophy of science. The theory of scientific paradigm shift in application to the current historiographical situation was applied.Results. Consideration of the modern historiographical situation led to the conclusion about the ongoing paradigm shift in Russian historical science. The previously dominant liberal paradigm has shown dysfunctionality and is being replaced by a paradigm associated with a civilizational approach, state sovereignty and traditional Russian spiritual and moral values.Research implication. The findings can be used to describe new social and humanitarian paradigms and form approaches to the development of historical education.

ChatGPT as a Virtual Patient: Written Empathic Expressions During Medical History Taking

Abstract Objective Virtual patients are already utilized in the teaching of medical history taking. Since its emergence, ChatGPT has been integrated into several areas of medical education. This study aimed to examine whether ChatGPT can be used to train empathic history taking while fostering students’ subjective autonomy. Methods Third-year medical students took histories with ChatGPT 3.5 after entering a predefined prompt covering cardiological diseases. Afterwards, students answered a questionnaire regarding their experienced autonomy. All chats were analyzed using the Empathic Communication Coding System measuring ChatGPT’s given empathic opportunities as well as students’ responses. Results Out of 659 interactions, 93 were identified as empathic. ChatGPT provided opportunities mostly through reporting emotional statements or challenges. Students sometimes missed reacting adequately to ChatGPT’s opportunities but more often responded by implicit recognition of patient perspective and reported a high level of experienced autonomy. Conclusions The study yielded preliminary results that ChatGPT might be suitable as a tool mimicking a virtual patient while enabling an empathic history taking. To date, ChatGPT seems valid as a supplement to training with simulated patients. Medical faculty could consider integrating ChatGPT into teaching, such as through a flipped classroom approach, to guide students in its use as ChatGPT continues to gain attention.