A Framework for Strengthening Six Key Skills through History Instruction in Secondary Schools
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| Title: | A Framework for Strengthening Six Key Skills through History Instruction in Secondary Schools |
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| Language: | English |
| Authors: | Lee Bih Ni |
| Source: | Online Submission. 2026. |
| Peer Reviewed: | N |
| Page Count: | 8 |
| Publication Date: | 2026 |
| Document Type: | Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | History Instruction, Secondary Education, Educational Strategies, Critical Thinking, Cooperation, Communication (Thought Transfer), Creativity, Digital Literacy, Thinking Skills, Skill Development, Program Effectiveness |
| Abstract: | This study proposes a framework for strengthening six key skills in secondary school history instruction by integrating historical thinking, inquiry-based learning, digital tools, and resource-based pedagogies. Despite the importance of history education in developing critical, analytical, and civic competencies, many classrooms still emphasize rote memorization rather than skill development. Using a mixed-method approach, this study examines how structured instructional strategies can improve students' historical reasoning, critical thinking, collaboration, communication, creativity, and digital literacy. Findings from existing literature and empirical insights suggest that inquiry-driven and technology-supported history instruction significantly enhances student engagement and conceptual understanding. The study contributes a practical instructional framework for educators seeking to align history teaching with 21st-century competencies. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED680896 |
| Database: | ERIC |
| Abstract: | This study proposes a framework for strengthening six key skills in secondary school history instruction by integrating historical thinking, inquiry-based learning, digital tools, and resource-based pedagogies. Despite the importance of history education in developing critical, analytical, and civic competencies, many classrooms still emphasize rote memorization rather than skill development. Using a mixed-method approach, this study examines how structured instructional strategies can improve students' historical reasoning, critical thinking, collaboration, communication, creativity, and digital literacy. Findings from existing literature and empirical insights suggest that inquiry-driven and technology-supported history instruction significantly enhances student engagement and conceptual understanding. The study contributes a practical instructional framework for educators seeking to align history teaching with 21st-century competencies. |
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