Teaching History in High School as A Way to Build A Complex of Self-Identifications of High School Students

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dc.contributor.authorVakulik, Vyacheslaven
dc.contributor.authorSheviakov, Oleksiien
dc.contributor.authorSlavska, Yaninaen
dc.contributor.authorVakulik, Sophіaen
dc.date.accessioned2025-03-28T15:07:16Z
dc.date.available2025-03-28T15:07:16Z
dc.date.issued2024
dc.descriptionO. Sheviakov: ORCID 0000-0001-8348-1935en
dc.description.abstractENG: This study examines the role of history education in shaping the complex self-identifications of high school students, highlighting itssignificance in the broader context of democratic education principles and human rights. Recognizing the transformative power of history education, the research investigates how historical narratives and teaching methodologies influence students’ identity formation and their perception of societal roles. Through a mixed-methods approach, involving surveys and observations from 300 high school students across ten schools in the Dnipropetrovsk region, this study explores the interplay between historical education and student self-identity, focusing on the integration of multiple perspectives, critical thinking, and ethical reflection in the curriculum. The findings reveal that exposure to diverse historical viewpoints not only enhances students' understanding of history but also actively supports their personal and social identity development. Critical engagement with historical content, especially involving ethical dilemmas and social injustices, encourages deep reflection and aids in forming a nuanced personal and social identity. Moreover, the study addresses the challenges posed by global educational dynamics and the media, which often contrast with the objectives of historical education, suggesting that an enriched historical curriculum can serve as a counterbalance to external influences. The research underscores the need for history educators to adopt inclusive and reflective pedagogical strategies that foster a critical understanding of history while supporting complex identity formation among students. By doing so, history education not only contributes to the academic development of students but also plays a crucial role in preparing them for active and informed citizenship in a democratic society. The study’s recommendations advocate for continuous teacher development and curricular adjustments to better meet the diverse needs of students, ensuring that history education remains a pivotal element of modern educational systems.en
dc.description.sponsorshipDnipro State Agrarian and Economic University, Dnipro, Ukraine; Dnipropetrovsk State University of Internal Affairs, Dnipro, Ukraine; Dnipro National University, Dnipro, Ukraineen
dc.identifier.citationVakulik V., Sheviakov O., Slavska Y., Vakulik S. Teaching History in High School as A Way to Build A Complex of Self-Identifications of High School Students. Pedagogy and Education Management Review. 2024. Iss. 2 (16). Р. 56–67. DOI: 10.36690/2733-2039-2024-2-56-67.en
dc.identifier.doi10.36690/2733-2039-2024-2-56-67
dc.identifier.issn2733-2039 (online)
dc.identifier.issn2733-2144 (print)
dc.identifier.urihttps://crust.ust.edu.ua/handle/123456789/19941
dc.identifier.urihttps://public.scnchub.com/perm/index.php/perm/issue/view/16
dc.identifier.urihttps://public.scnchub.com/perm/index.php/perm/article/view/152
dc.language.isoen
dc.publisherScientific Center of Innovative Researches OÜ, Tallinn, Estoniaen
dc.subjectteachingen
dc.subjecthistoryen
dc.subjecthigh schoolen
dc.subjectself-identificationen
dc.subjecthigh school studentsen
dc.subjectКФОПuk_UA
dc.subject.classificationSOCIAL SCIENCESen
dc.subject.classificationSOCIAL SCIENCES::Social sciencesen
dc.subject.classificationSOCIAL SCIENCES::Social sciences::Educationen
dc.titleTeaching History in High School as A Way to Build A Complex of Self-Identifications of High School Studentsen
dc.typeArticleen
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