The article “Do History Teachers Recognize the Handwriting of Artificial Intelligence” explores Croatian history teachers’ ability to distinguish between text written by AI and text authored by experts. Conducted in August 2023, the study involved 20 teachers assessing short AI-generated responses on topics such as Columbus’s discovery of America, the moon landing, and the atomic […]
history education for both teachers and students, with a specific focus on primary and secondary educational levels. Drawing upon a comprehensive review of existing literature, the article illuminates the essential digital literacy skills required to evaluate online information credibility.
This Study Guide was developed as part of the project Critical History: Adapting history education to the challenges of today’s digitized, globalized, and diverse societies in Europe. An Erasmus+ Project (2020-1-EE01-KA201-077997), the project was led by Tallinn University. The Study Guide is aimed at students at teacher trainer colleges and practicing history teachers.
It is a special honour for me to be among the first four HISTOLAB fellows. HISTOLAB seeks to reinvigorate the field of history education by bringing together innovative ideas and projects about how to improve the teaching of history with a view to strengthening democratic culture in Europe and beyond.
The article, “The Reality of Digital Teaching of History in Croatia” by Miljenko Hajdarović, explores the gradual integration of digital technologies into Croatian history education. It outlines a shift from initial resistance to broader acceptance of ICT tools, particularly spurred by projects like “School for Life” and adaptations during the COVID-19 pandemic.
The article Futurology Methods as an Upgrade of History Teaching advocates for integrating futurology into history education to enhance critical thinking, creativity, and adaptability. Traditionally, history teaching in Croatia has focused on fact retention and identity formation, but recent shifts emphasize developing cognitive skills. The current curriculum, however, is overloaded with content, limiting students’ ability