{"id":2180,"date":"2026-05-04T23:22:07","date_gmt":"2026-05-04T21:22:07","guid":{"rendered":"https:\/\/hajdarovic.com\/blog\/?page_id=2180"},"modified":"2026-05-17T20:38:22","modified_gmt":"2026-05-17T18:38:22","slug":"phd-research-page","status":"publish","type":"page","link":"https:\/\/hajdarovic.com\/blog\/en\/miljenko-hajdarovic-biography\/phd-research-page\/","title":{"rendered":"Teaching history in the EU for the next decade"},"content":{"rendered":"\n
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Doctoral Research Project<\/p>\n\n\n\n

Teaching History in the European Union for the Next Decade<\/h1>\n\n\n\n

A doctoral research project exploring the future purpose, content and pedagogy of History education in compulsory schooling across the European Union.<\/p>\n\n\n\n

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Express interest<\/a><\/div>\n\n\n\n
Participant profiles<\/a><\/div>\n<\/div>\n<\/div>\n\n\n\n
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Researcher<\/p>\n\n\n\n

Miljenko Hajdarovi\u0107<\/p>\n<\/div>\n<\/div>\n\n\n\n

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Field<\/p>\n\n\n\n

Educational Sciences \/ History Education<\/p>\n<\/div>\n<\/div>\n\n\n\n

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Geographical focus<\/p>\n\n\n\n

European Union member states<\/p>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n

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About the research<\/h2>\n\n\n\n

This doctoral research explores the possible future development of History education in compulsory schooling across the European Union 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

History education today is shaped by digitalisation, artificial intelligence, changing information environments, curriculum reform, debates about democratic culture, contested memories, national and European identities, and the declining authority of traditional sources of knowledge. In this context, it is no longer sufficient to ask only which historical content should be taught. It is also necessary to ask what History education is for, which themes and perspectives should become more relevant, and what forms of teaching can prepare pupils to think historically, critically and responsibly.<\/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. The aim is to build an interpretative, research-based model of future directions for History teaching in the European Union, while respecting the diversity of national education systems and curriculum traditions.<\/p>\n<\/div>\n\n\n\n

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Why this research is needed<\/h2>\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. At the same time, pupils encounter historical information through search engines, social media, video platforms, influencers, generative artificial intelligence and increasingly fragmented digital environments.<\/p>\n\n\n\n

These changes raise urgent educational questions. How should pupils learn to evaluate historical claims when information is abundant but authority is unstable? How should History teaching address controversial and sensitive pasts? How can it connect national, European and global narratives without reducing historical complexity? What role should History education play in democratic culture, media literacy and the development of historical thinking?<\/p>\n\n\n\n

Despite the importance of these questions, there is still limited structured research that examines the future of History education across the European Union through a combination of futures studies methods, expert judgement and subject-specific didactic interpretation. This project addresses that gap by bringing together different groups of qualified European contributors.<\/p>\n<\/div>\n\n\n\n

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Main research question<\/h2>\n\n\n\n
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Which possible, important and feasible directions for the future development of History teaching in compulsory education in the European Union can be identified through the Futures Wheel method, the Delphi method and semi-structured expert interviews?<\/strong><\/p>\n<\/blockquote>\n\n\n\n

The research also examines:<\/p>\n\n\n\n