Indonesia is a multicultural nation-state, characterized by diverse ethnic groups, languages, religions, cultures, traditions, and regional identities. Therefore, developing instruments to assess critical thinking skills based on multicultural values (CTSMV) for history teachers to be implemented in the learning process is highly important. This study aims to: (1) analyze the development of the factual model for constructing the instrument; (2) evaluate the design of the development model for constructing CTSMV instruments; and (3) evaluate the feasibility of the developed CTSMV instrument construction model for history teachers. The research design employed Research and Development (R&D) using the Borg and Gall model consisting of ten steps, which were simplified into three stages: (1) preliminary study; (2) design development and evaluation stage; and (3) product effectiveness testing stage. The research subjects consisted of 50 junior high school and senior/vocational high school history teachers. Data were collected through observation, interviews, and questionnaires, while data analysis applied both quantitative and qualitative approaches. The findings reveal that: (1) the training management model for instrument construction implemented so far has not adequately accommodated teachers’ needs and aspirations; (2) the design of the CTSMV instrument construction training management model was developed based on factual conditions, literature review, previous research findings, and training needs analysis; and (3) the evaluation results indicate that the CTSMV instrument construction training management model is feasible to be used and implemented by history teachers in the learning process. The model design represents a developed product validated by experts and practitioners, and it has been tested through individual trials involving five participants, group trials involving ten participants, and limited trials involving thirty-five participants, all of which produced good evaluation criteria. Therefore, the resulting product development model is appropriately named the “Training Management Model for Constructing CTSMV Instruments for History Teachers.”

The article analyzes the issues of integrating digital technologies and interactive methods in developing students' critical thinking skills in secondary school history lessons. The study examines the effectiveness of using modern digital tools (virtual museums, digital maps, multimedia resources, online platforms) and interactive methods (problem-based learning, project method, debate) in history lessons. The main problems in current practice have been identified, including insufficient digital competence of teachers, limited material and technical base, predominance of traditional approaches, and imperfection of the assessment system. The research results show that the harmonious application of digital technologies and interactive methods significantly develops students' historical thinking, independent analysis, and ability to draw well-founded conclusions. The article puts forward scientifically based proposals and recommendations for the effective implementation of this integration.

The goals of this research are as follows. - Determine how far down the path to professional thought the history instructors at the secondary school level are. - To gauge the level of scientific imagination among history instructors at the secondary level. - To assess secondary school history teachers' level of expertise in their field. Aiming to determine if there was a connection between the sample's professional thought and competence was the primary objective. Four hundred secondary school history instructors from Diyala's General Directorate of Education (both male and female) make up the study's research sample. The sample represented 30% of the overall population of 1335 educators. Using a stratified random sampling procedure, the study's sample consisted of 634 male instructors and 701 female teachers. The researcher has come up with three methods to achieve the goals of the study. The original professional thinking tool was developed on the foundation of Konstantinovia's (1988) idea. The foregoing led to the final version of the scale with 30 items across 3 domains. Among them were the domains of cognition, creativity, and practicality. The second instrument computed scientific imagination according to Augustin's (2015) understanding of the concept. Each of the three characteristics of scientific sensitivity, scientific creativity, and scientific productivity were covered by 25 items in the previous edition of the instrument. A test of expert-level knowledge and skill made up the third tool. According to Glasser's Choice Theory (2019), this metric is based on. The scale consists of 30 elements that are organized into three categories. - g. Concepts - h. Teachers’ awareness - Teaching context. The study reached the following results: - The history instructors of Diyala's General Directorate of Education are very competent. - The history instructors at Diyala's General Directorate of Education have a scientific mindset. - Diyala's history instructors are highly qualified professionals in their field. - The research sample shows a strong and statistically significant relationship between professional competence and professional thinking.

Abstract The GCSE syllabus changes from 2014 introduced an element of medieval history across all examination boards. The content and structure of these new topics largely reinforces the traditional stereotypes of Key Stage 2 and 3 school history. Pressures of external examinations combined with insecure teacher specialist knowledge and few opportunities for training do not create a rich pupil experience. The government National Curriculum review (2025) includes recommendations for further use of oracy and Drama in schools as well as reducing content in the GCSE History syllabus. This article shows how the famous Old English poem Beowulf can be used as a teaching tool in History lessons to better inform pupil learning of early medieval England in relation to Key Stage 3 and to specific GCSE papers. It finds that using Beowulf in the classroom would draw upon the emotions and senses to connect landscape and memory, artefacts and conventional historic narratives in an innovative and creative way to deepen the hinterland of pupil knowledge and build upon those government recommendations. It suggests that we should reflect on how ‘history’ itself is constructed and how we could reimagine the past as scholars, teachers and students.

The article examines the work of the Russian academic Konstantin Gattenberger, a figure little known to modern students of the history of economics. Although Gattenberger was an original thinker, he was one of those theorists who fail to achieve fame in their profession. Nevertheless, he can rightfully be considered an innovator in various branches of economics and was ahead of his time on a number of points. In particular, Gatttenberger’s work in methodology engaged with the German historical school in what became known as the “dispute about methods.” Carl Menger’s famous article on this issue was published only two years later. Gattenberger also held original views on other methodological issues. In addition, he was the first economist to formulate the principle of the bank (deposit) multiplier and to show how it functioned. His theory of the cyclical development of the economy is still of interest, as is his way of defining an economic crisis, which differed from the generally accepted view.

This article examines how reconciliation-oriented curriculum reform in Ontario shapes the representation of Indigenous histories in secondary-level history textbooks. Focusing on three widely accessible textbook-level resources—History Uncovered: Canadian History Since World War I, Canadian History: Post-Confederation, and Histories of Indigenous Peoples and Canada—the study investigates whether the growing inclusion of Indigenous content signals a shift toward decolonizing curriculum knowledge or remains constrained within a multicultural framework of representational inclusion. Drawing on Michael Young’s concept of powerful knowledge and Gert Biesta’s distinction between qualification, socialization, and subjectification, the article develops a comparative textual analysis of narrative sequencing, thematic organization, and pedagogical framing. The findings suggest that, in more conventional textbooks, Indigenous histories are often incorporated in ways that preserve the nation-centered epistemic structure of school history, even when reconciliation is foregrounded as a civic and moral imperative. In such cases, inclusion primarily supports qualification and socialization, while limiting opportunities for subjectification. By contrast, textbooks that position colonialism as an organizing analytic rather than an additional topic more closely approach the threshold of epistemic reconfiguration associated with decolonizing transformation. The article concludes that the central issue is not the extent of representational inclusion, but whether Indigenous histories are permitted to reorganize the epistemic center of the curriculum and reshape the purposes of historical knowledge.

ABSTRACT This paper undertakes a historical investigation of Tamil schools in Malaya, examining the periods of British colonisation and the preparation for independence between 1816 and 1957. In the context of Tamil schools in Malaya, there is a limited body of historical studies. Using qualitative historical methodology, we analyse primary and secondary data chronologically to examine the history of Tamil schools in Malaya. The outcome of this historical study is discussed in two sections: the early history of Tamil schools before the Second World War and the post-war period leading up to Malaya’s independence in 1957. The study provides comprehensive information on the British government's approach and the plantation owners' attitude towards their labourers' children's education. The findings reveal important history on the Malayan Tamil school that needs to be acknowledged, as it had significant impacts on the future of Tamils in post-independent Malaya

This article presents an extensive theoretical analysis of the typology of contemporary legal consciousness, examining it within the framework of the doctrine of the sources of law. The study argues that each legal family—such as the Romano‑Germanic, common law, religious, socialist, and mixed systems—creates its own unique structure of legal sources, which in turn shapes corresponding forms of legal consciousness. The research identifies and evaluates the principal approaches to legal consciousness, including natural law, legal positivism, the historical school of law, psychological jurisprudence, sociological jurisprudence, Marxist theory, and ethnocultural conceptions. Natural law theory, rooted in ideas of justice, rationality, and inherent human rights, has historically influenced the doctrines of the rule of law and human rights. Legal positivism, by contrast, places emphasis on law as the command of a sovereign authority, underscoring the normative force and enforceability of legal rules. The historical school views law as an expression of the spirit of the people, shaped by customs and traditions. Psychological jurisprudence interprets law as a manifestation of human mental and emotional experiences, particularly imperatory‑attributive feelings that define legal behavior. Sociological jurisprudence frames law as a “living law,” arguing that real social relations, rather than formal legal norms, form the true foundation of legal order. Marxist legal theory interprets law as the expression of class will determined by economic relations, claiming that legal superstructures are conditioned by the material base of society. The ethnocultural approach asserts that legal consciousness is shaped by cultural identity, national traditions, and historical development, emphasizing that no universal form of legal consciousness can exist independent of cultural context. The article concludes that understanding the typological diversity of legal consciousness is essential for developing a comprehensive methodology for analyzing legal systems, interpreting legal sources, and investigating the cultural foundations of law. Such a typological approach enables deeper interdisciplinary research, supports comparative legal studies, and contributes to the formation of more sophisticated models of legal education and legal awareness.

The article compares the academic advancement of the married couple of historians, Wanda and Bogumił Zwolski, who during the period of the People’s Polish Republic (PRL) were affiliated with the Institute of History at the University of Łódź. Both arrived in Łódź from Vilnius in 1945. Bogumił already held a doctoral degree and had prior university teaching experience (before the war he had served as an assistant at Stefan Batory University in Vilnius). Wanda, who in the interwar period had worked as a secondary school history teacher, took up positions as a lecturer in the methodology of teaching history at Łódź institutions of higher education, including the State Higher School of Education (Państwowa Wyższa Szkoła Pedagogiczna, PWSP) and the University of Łódź. The author focuses on the time required for the two scholars to reach comparable stages of their academic careers and on how their scholarly output was assessed, including the criteria used in these evaluations. The study examines whether career advancement was shaped by subdiscipline, research interests, or political attitudes, as well as by support (or the lack thereof) from colleagues and university authorities. It also addresses the question of whether gender influenced the functions and positions entrusted to the protagonists. This case study of the Zwolskis goes beyond a narrowly defined biographical framework, allowing broader patterns of academic advancement in the PRL to be identified. It also contributes to the discussion of whether gender determines career progression and whether academic couples working within the same discipline find it easier to advance professionally.

The colonial past and/in history textbooks: A literature review.

ABSTRACT This article analyzes how biographical narratives of Kazakh statehood in school history textbooks function as mechanisms of ontological security. Grounded in ontological security theory, the study combines discourse analysis of textbooks with semi-structured interviews with experts and textbook authors. It identifies three narrative constructions that reproduce continuity and historical depth. The article argues that in response to recognition denial and external challenges, these narratives operate as state-led efforts to stabilize national identity through claims of uninterrupted statehood. The study contributes to debates on identity, narrative, and security in post-Soviet international relations.

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.

ABSTRACT In 1985, the American psychologist and educationalist Lawrence Kohlberg visited the state of North Rhine-Westphalia in the Federal Republic of Germany. At the invitation of the Social Democrat-led Ministry of Education, he took part in a media-effective symposium and visited schools in the state. The article reconstructs the educational policy, pedagogical and school contexts of Kohlberg’s trip and analyses the interests of the political and academic actors in the Federal Republic who initiated, accompanied and evaluated his visit. Having lost its opinion leadership at the federal level with the transition to Helmut Kohl’s Christian Democratic (CDU) government in 1982, the Social Democratic Party (SPD) attempted to rebrand itself. Taking Kohlberg’s concepts of moral education as a starting point for its educational policy, the SPD sought to regain hegemony in the educational policy and pedagogical discourses of the Federal Republic and further develop the central reform goals from the educational reform era of the 1960s and 1970s, such as democratic education and pupil participation, in the changed constellations of the 1980s. The attempt to politically instrumentalise Kohlberg’s concepts and implement them in schools met with numerous resistances and restrictions in the fields of West German politics, science and schools. Kohlberg’s trip sheds light on the interactions between political programmes, social debates, scientific research projects in psychology and educational science and pedagogical fields of action such as teacher training and schools, which are revealing for the West German history of education “since the boom.”

ABSTRACT The article analyzes how the Holocaust is portrayed in Swedish high school history textbooks over seven decades. Based, among other things, on the pedagogical guidelines of the International Holocaust Remembrance Alliance (IHRA), it evaluates the quality and scope of the textbooks' content. The results show an increased emphasis on the Holocaust and anti-Semitism in recent decades. However, Jewish life before and especially after the genocide is still largely absent, as is the representation of Jewish voices during the Holocaust itself. The study concludes that significant improvements are possible in how textbooks address various aspects of the Holocaust.

The development of digital technology in the 21st century has significantly influenced educational practices, including the teaching of history in schools. Conventional teaching methods often make history learning less engaging and limit students’ active participation. Therefore, innovative learning models based on digital technology are needed to improve the quality of history education and support the development of 21st-century skills such as critical thinking, creativity, communication, and collaboration. This study aims to examine the role of innovative digital technology-based learning models in history learning to enhance students’ 21st-century skills. The research uses a qualitative approach with a literature study method by analyzing various academic sources such as books, journal articles, and relevant research publications. The findings indicate that the integration of digital technology in innovative learning models can increase students’ engagement, improve their understanding of historical events, and encourage active learning through interactive media and digital resources. Furthermore, the use of digital technology enables students to access diverse historical sources and develop analytical and interpretative abilities. The study implies that the implementation of digital-based innovative learning models in history education can support more meaningful learning and contribute to the development of students’ competencies needed in the digital era.

Abstract This paper analyzes the intellectual foundations and evolution of the European Journal of Law and Economics (EJLE) over its first thirty years. We first reconstruct the European intellectual traditions underlying law and economics—Enlightenment thought, the German Historical School, ordoliberalism, and comparative institutional analysis—and their role in shaping the journal’s founding mission. We then complement this historical analysis with a comprehensive, data-driven study of all EJLE articles published since 1994. Using topic modeling (BERTopic) and abstract-similarity clustering, we document the journal’s thematic structure, its evolution over time, and changes in authorship, collaboration, and geographic composition. The results highlight both continuity and rebalancing within a methodologically plural and institutionally grounded research agenda.

Character formation through history learning can be achieved when students understand the meaning and values embedded in historical events. History education contributes to the development of nationalism, patriotism, civic responsibility, democratic attitudes, humanitarian awareness, and cultural insight rooted in noble historical values. However, these objectives require increased student interest in learning history, which can be fostered through innovative learning programs and the effective use of educational media. This study aims to analyze the optimization of museums as learning media through the Melali Sambilang Melajah program to enhance students’ interest in learning history. The research employed a qualitative approach using literature review, observation, and interviews as data collection methods. The literature review examined books, academic journals, seminar proceedings, and related studies on museums, history learning, instructional media, historical sites, and student learning interest. Observations and interviews were conducted at the Bali Museum and the Balinese People’s Struggle Monument to examine their relevance to high school history learning. The findings indicate: (1) the strong relevance of the collections at the Bali Museum and the Balinese People’s Struggle Monument to history learning materials in senior high school; and (2) the implementation of the Melali Sambilang Melajah program effectively optimizes museums as educational media while increasing students’ interest in learning. Historical artifacts and dioramas provide concrete visual representations of past events, enabling students to contextualize historical narratives and emotionally engage with historical experiences. Consequently, museums and monuments function not only as heritage preservation institutions but also as effective educational media that enhance students’ learning interest.

There currently exists limited research adopting a qualitative approach to investigate the practice of history teaching in Bosnia and Herzegovina across all three educational programs (i.e. Croatian, Serbian, and Bosniak). The aims of this study are twofold: (1) to identify common perspectives across groups, and (2) to compare pattern-based differences between groups concerning the challenges associated with history teaching in all three ethnic groups. The theoretical framework is grounded in Social Identity Theory, which explores how social categorization leads to the formation of ingroups and outgroups, stereotyping, and broader societal division. The data consist of 21 individual interviews with high school history teachers. The analysis reveals three main themes: (1) common issues and perspectives across groups, (2) differences between groups, and (3) intrapersonal inconsistencies and contradictions. The overall pattern emerging from the interviews portrays teachers as professionally competent individuals who are aware of the challenges concerning the transmission and interpretation of history but are not contributing to their escalation. The teachers in the study also exhibit resignation, acceptance of the current ethnically based education, limited critical reflection, and minimal pedagogical risk-taking. The results are discussed in the context of the choice between ethnic democracy and a shared cooperative future.

Conventional history teaching often centers on colonial narratives that highlight power, conquest, and national identity. Although such narratives help shape collective memory, they tend to overlook the ecological dimensions of history and the interaction between humans and nature. This anthropocentric view narrows students’ understanding of how the environment actively shapes historical change. This study aims to examine the implementation of Green History Pedagogy as a history learning approach that emphasizes ecological awareness in high schools in Jember Regency, East Java, Indonesia. The approach was developed to shift historical narratives from colonial perspectives toward a more critical and contextual understanding of the environment. This research employs a Mixed Methods Research (MMR) design involving classroom observation, interviews with teachers and students, analysis of lesson plans, and questionnaires on ecological attitudes. The findings reveal that implementing Green History Pedagogy encourages teachers and students to reflect on the relationship between history, environment, and local life. Students became more critical of the colonial legacy contributing to environmental degradation and demonstrated increased ecological awareness throughout the learning process. Overall, this approach effectively enhances the relevance of history education to environmental sustainability and local identity issues.

ABSTRACT This paper explores the history of Jewish day schools in Los Angeles, especially in the context of resistance to court-ordered busing in the late 1970s. This contentious issue brought the evolving dynamics within the Jewish community to the fore, in addition to property tax changes, highway construction, and anti-black racism. By analyzing the intersection of educational, cultural, and political factors, the article highlights the tensions within the Jewish community regarding identity, integration, and education in a changing urban landscape within the framework of Jewish institutions and the shifting relationship Jews have had with day schools in the United States.