ЦИФРОВІ ІНСТРУМЕНТИ В РЕАЛІЗАЦІЇ ДОСЛІДНИЦЬКОГО ПІДХОДУ В ШКІЛЬНІЙ ІСТОРИЧНІЙ ОСВІТІ

history education
digital tools
educational monitoring
barriers to digitalization
teachers’ digital competence
general secondary education
inquiry-based learning

How to Cite

[1]

P. Moroz, O. . Pometun, N. . Gupan, T. . Remekh, and I. . Moroz, “DIGITAL TOOLS IN THE IMPLEMENTATION OF THE INQUIRY-BASED APPROACH IN SCHOOL HISTORY EDUCATION”, ITLT, vol. 113, no. 3, pp. 1–24, Jun. 2026, doi: 10.33407/itlt.v113i3.6633.

Abstract

The article presents the results of a nationwide pedagogical monitoring study on the state and characteristics of the use of digital tools and resources in history teaching in general secondary education institutions. The aim of the study is to identify the main trends, features, and problems of using digital tools in history education and to determine their potential for implementing a research-based approach in the educational process.

The empirical basis of the study is an anonymized dataset from an online survey of 2,995 history teachers from all regions of Ukraine (except temporarily occupied territories), conducted between September 2024 and January 2025. Data processing employed methods of descriptive and inferential statistics, comparative analysis (by type of locality and respondents’ teaching experience), and content analysis of open-ended responses regarding identified challenges. The study complies with the FAIR principles, and the primary data are deposited in the open-access Zenodo repository.

The results indicate a transition of digitalization into a phase of normalized practice: 97.6% of respondents regularly use ICT, and 82.1% assess their level of digital confidence as sufficient or high. At the same time, a structural limitation in the use of ICT in history education is identified: despite the widespread adoption of digital tools, their use remains predominantly reproductive and illustrative in nature. The most widely used resources are those for visualizing ready-made content: educational video materials (85.4%), online platforms (85.1%), and electronic textbooks (80.6%). In contrast, specialized tools oriented toward students’ research activities (digital archives – 21.7%, interactive timelines – 9.2%) are used only fragmentarily.

The study identifies a set of infrastructural barriers to digital transformation, including a lack of technical resources, unstable Internet connectivity, power supply disruptions, and limited time for preparing digital materials. These findings highlight the need for targeted methodological support for teachers and for the development of didactic models that integrate digital tools into the process of fostering students’ research skills.

PDF (Ukrainian)

References

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REFERENCES (TRANSLATED AND TRANSLITERATED)

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