Doctoral Research Project<\/strong><\/p>\n\n\n\n A doctoral research project exploring possible, important and feasible directions for the future development of History teaching in compulsory education across European Union member states during the period 2026\u20132036.<\/p>\n\n\n\n Researcher<\/strong> Field<\/strong> Geographical focus<\/strong> This doctoral research explores how History teaching in compulsory education in European Union member states may develop over the next decade. The study focuses on the purpose, content and pedagogy of History as a school subject in a period marked by rapid social, technological, democratic and informational change.<\/p>\n\n\n\n The study does not attempt to predict one fixed future for History education. Instead, it seeks to identify possible, important, desirable, feasible, ambivalent and contested directions of development.<\/p>\n\n\n\n How do experts and practitioners assess possible, important and feasible directions for the development of History teaching in EU member states during the period 2026\u20132036?<\/p>\n<\/blockquote>\n\n\n\n History remains one of the most socially and politically sensitive school subjects. It is closely connected with identity, democratic values, cultural memory, citizenship, source analysis and public debates about the past.<\/p>\n\n\n\n At the same time, pupils encounter historical information through search engines, social media, video platforms, influencers, generative artificial intelligence and fragmented digital environments. These changes raise urgent questions about source literacy, historical thinking, democratic culture and the future relevance of History teaching.<\/p>\n\n\n\n The research is based on a qualitative, multi-phase and integrative design. It combines futures-oriented exploration, structured expert judgement and subject-specific interpretation.<\/p>\n\n\n\n To open the field of possible consequences and future developments.<\/p>\n\n\n\n In simple terms:<\/strong> This method explores what kinds of changes and consequences experts believe may emerge in History teaching during the next decade.<\/p>\n<\/div>\n<\/div>\n\n\n\n To structure and assess expert judgements of experienced History teachers.<\/p>\n\n\n\n In simple terms:<\/strong> This method helps identify which future directions experts consider most important and realistically achievable.<\/p>\n<\/div>\n<\/div>\n\n\n\n To interpret the findings with academic experts in History education and History didactics.<\/p>\n\n\n\n In simple terms:<\/strong> This method explores how participants explain, interpret and reflect on the findings from the earlier stages of the study.<\/p>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n These phases are connected through triangulation. The Futures Wheel broadens the field of possible futures; the Delphi method identifies areas of importance, feasibility and consensus among practitioners; the interviews provide deeper theoretical and didactic interpretation.<\/p>\n\n\n\n Education-related professionals and practitioners with experience in education, curriculum development, digital learning, AI in education, media literacy, civic education, teacher development, cultural work or public policy.<\/p>\n<\/div>\n\n\n\n Experienced History teachers and practitioners with substantial professional insight into History teaching and willingness to participate in several online rounds.<\/p>\n<\/div>\n\n\n\n Academic experts, teacher educators and researchers specialising in History education, History didactics, curriculum studies, historical thinking or related fields.<\/p>\n<\/div>\n<\/div>\n\n\n\n The research is limited to EU member states, but it does not assume that the European Union has a single education system. Education remains strongly shaped by national policies, curriculum traditions, institutional structures and cultural contexts.<\/p>\n\n\n\n The findings will not be presented as a universal reform model, but as an interpretative framework that can support further scholarly, curricular and professional reflection.<\/p>\n\n\n\n Participants may respond in English or, where appropriate, in another EU language in which they can express their professional judgement precisely.<\/p>\n\n\n\n Participation is voluntary. Participants will receive clear information about the research purpose, the phase in which they are invited to participate, the expected time commitment, data processing, confidentiality and the possibility of withdrawal.<\/p>\n\n\n\n Individual identities will not be disclosed in the dissertation or related publications. Results will be reported in anonymised or pseudonymised form. Direct quotations may be used only in a way that protects participants from identification.<\/p>\n\n\n\n The future of History education cannot be meaningfully examined only through documents, policy statements or theoretical literature. It also requires the perspectives of those who understand educational practice, curriculum constraints, teacher competences, democratic challenges and the changing ways in which young people encounter the past.<\/p>\n\n\n\n Miljenko Hajdarovi\u0107 is a Croatian historian, educator and doctoral candidate in Interdisciplinary Educational Sciences at the University of Osijek<\/a>. His research interests include History education, historical thinking, digital and AI literacy, democratic citizenship education and futures-oriented approaches to curriculum development.<\/p>\n\n\n\n Explore related publications, research activities and professional updates.<\/p>\n\n\n\n
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Miljenko Hajdarovi\u0107<\/p>\n<\/div>\n\n\n\n
Educational Sciences \/ History Education<\/p>\n<\/div>\n\n\n\n
European Union member states<\/p>\n<\/div>\n<\/div>\n\n\n\nAbout the Research<\/h2>\n\n\n\n
Main Research Question<\/h2>\n\n\n\n
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Why This Research Is Needed<\/h2>\n\n\n\n
Research Design<\/h2>\n\n\n\n
Futures Wheel<\/h4>\n\n\n\n
Delphi Study<\/h4>\n\n\n\n
Semi-Structured Interviews<\/h4>\n\n\n\n
Who Is Invited to Participate?<\/h2>\n\n\n\n
Futures Wheel Participants<\/h4>\n\n\n\n
Delphi Participants<\/h4>\n\n\n\n
Interview Participants<\/h4>\n\n\n\n
European Scope<\/h2>\n\n\n\n
Participation Format and Time Commitment<\/h2>\n\n\n\n
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Ethics and Confidentiality<\/h2>\n\n\n\n
Why Participation Matters<\/h2>\n\n\n\n
About the Researcher<\/h2>\n\n\n\n
Academic Profiles<\/h2>\n\n\n\n