TEACHING HISTORY IN HIGH SCHOOL AS A WAY TO BUILD A COMPLEX OF SELF-IDENTIFICATIONS OF HIGH SCHOOL STUDENTS

Vyacheslav Vakulik; Oleksii Sheviakov; Yanina Slavska; Sophіa Vakulik

doi:10.36690/2733-2039-2024-2-56-67

Authors

Vyacheslav Vakulik Dnipro State Agrarian and Economic University https://orcid.org/0000-0001-8773-2287
Oleksii Sheviakov Dnipropetrovsk State University of Internal Affairs https://orcid.org/0000-0001-8773-2287
Yanina Slavska Dnipropetrovsk State University of Internal Affairs https://orcid.org/0000-0003-2498-3323
Sophіa Vakulik Dnipro National University

DOI:

https://doi.org/10.36690/2733-2039-2024-2-56-67

Keywords:

teaching, history, high school, self-identification, high school students

Abstract

This study examines the role of history education in shaping the complex self-identifications of high school students, highlighting its significance 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 Critical engagement with historical content, especially involving ethical dilemmas and social injustices, encourages deep reflection and aids in forming a nuanced personal and social identity.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.

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Author Biographies

Vyacheslav Vakulik, Dnipro State Agrarian and Economic University

PhD (History), Associate Professor, Associate Professor of the Department of Surgery and Midwifery of Agricultural Animals, Dnipro State Agrarian and Economic University, Dnipro

Oleksii Sheviakov, Dnipropetrovsk State University of Internal Affairs

Doctor of Sciences (Psychology), Professor, Professor of the Department of Psychology and Pedagogy, Dnipropetrovsk State University of Internal Affairs, Dnipro

Yanina Slavska, Dnipropetrovsk State University of Internal Affairs

PhD (Pedagogy), Associate Professor, Associate Professor of the Department of Psychology and Pedagogy, Dnipropetrovsk State University of Internal Affairs, Dnipro

Sophіa Vakulik, Dnipro National University

Students, Department of Similar European History, Dnipro National University, Dnipro,

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