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The emergence of digital technology in the Industry 4.0 era has ushered in significant changes and influenced various aspects of human life, including education. Considering the pursuit sustainable progress, it’s imperative for education must effectively utilize Information and Communication Technology (ICT) to elevate its standards, particularly in the domain of history instruction. This investigation underscores the theme of innovation and evolution in history teaching, particularly amid the digital age. The phrase “revolutionizing” connotes the transformative alterations being advocated, while “redefining our learning methods” lucidly sets forth the study’s aim. This inquiry underscores the redefinition and modernization of history pedagogy in the age of digital advancements, encapsulating the envisioned outcomes. The research methodology is driven by a qualitative descriptive approach. Data is amassed through a comprehensive examination of diverse reports, academic articles, and online platforms. Results suggest that contemporary history instruction in the digital epoch prominently features resources in tune with ongoing technological and internet progressions. The pedagogical strategy champions an unbounded educational setting, fostering learning at any place and time. Educational tools in the classroom have pivoted from traditional mediums to multimedia channels, encompassing e-books, virtual reality, augmented reality, mixed reality, Admodo, social platforms, YouTube, podcasts, and more. Consequently, history educators are compelled to shift the conventional, often tedious image of history lessons to more interactive and invigorating educational ventures. The commitment and proactive role of history educators become pivotal in realizing optimal history teaching in the 4.0 era. [ABSTRACT FROM AUTHOR]

Historical relics of the Musi River during the Sriwijaya period in Palembang are of various types and forms. Understanding their historical values is crucial for history learning. Ironically, many members of the public do not comprehend the historical value embedded in these objects. Therefore, it is necessary to compile a data matrix of historical objects and and analyze their value This process can serve as a source for learning local history in Palembang. The purpose of this research is to analyze and construct a matrix of values for the historical legacy objects from the Musi River during the Srivijaya period. This matrix serves as a source for learning local history in Palembang. The research employed a descriptive qualitative method, employing data collection techniques that include observation, documentation, in-depth interviews, and library study. Data analysis employed a narrative descriptive analysis. This study produced an organized matrix of relics from the Musi River during the Sriwijaya era, including ceramics, beads, statues, and porcelain. These historical artifacts bear marks past life in political, economic, socio-cultural and religious fields. The historical values of objects from the Musi River during the Sriwijaya era is highly relevant to the study of Indonesian History during the Hindu-Buddhist period. It can be concluded that these historical marks can serve as source learning history local in Palembang. [ABSTRACT FROM AUTHOR]

Learning history requires the internalization of principles, information, and abilities related to historical events that are planned and organized to influence and encourage student learning. In this era of globalization and information, the use of Information Technology (IT)-based learning media is a necessity and a demand, however, its implementation is not an easy thing. The implementation of information technology in the learning process is expected to be more interesting, active, and creative in an integrated, systematic, and effective manner per the demands of the skills of this century. Skills are the vision of education to deal with technological advances and the development of various intelligences of students to achieve maximum potential. The implementation of Google Earth-based multimedia as a learning medium using the active knowledge-sharing method in learning Indonesian history is very effective in increasing the cognitive abilities of students at High School an Makassar. The purpose of writing this article is to implement the use of Google Earth-based multimedia as a historical learning media based on Google Earth with the active knowledge-sharing method to improve the cognitive abilities of students at High School an Makassar. The results of writing this article show that the use of Google Earth-based multimedia as a learning medium using the active knowledge-sharing method in Indonesian history subjects has. [ABSTRACT FROM AUTHOR]

History is known as a branch of science that studies human life in the past with its different dynamics and developments. The role of history in school is to provide students with an understanding of the ways of thinking and the processes involved in studying past events, and what is no less important to internalize national identity. Another form of historical writing in formal education is textbooks. Textbooks as one of the learning tools used in school must present historical facts that are truly objective and not only contain the interests of the government. The purpose of learning history is to evoke historical awareness in students so that they know their identity. Students must know their national identity as a whole, free from doctrines that contain political tendencies and must be taught to liberate their minds more broadly and liberate themselves to the complex and comprehensive construction of historical knowledge. [ABSTRACT FROM AUTHOR]

The article is a poetry collection titled "Lai mi ka si (I am Lai mi)" by Thang C. Lian. The poems reflect on the author's experiences growing up in Burma and their connection to their grandparents. The author explores themes of home, family, and the impact of political turmoil on their homeland. The poems express a sense of loss, grief, and resilience in the face of adversity. The author's personal experiences and emotions are conveyed through vivid imagery and heartfelt language. [Extracted from the article]

Copyright of Spanish Journal of Comparative Education / Revista Española de Educación Comparada is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research analyzes the contribution of learning the history of early independence in fostering a philosophical understanding of nationhood. The research questions are: 1) What kinds of philosophical understanding of nationhood are perceived as pro-Islamism and pro-secularism by high school students? 2) How is nationalist behavior expressed as an act of accepting secularism and opposing Islamic fundamentalism by high school students? Moreover, 3) How do factors contribute to high school students' actions and philosophical understanding of nationhood? This research was carried out using qualitative methods. This research involved 34 students enrolled in class XI 6. We researched at SMA 1 Semarang (a High School) in Indonesia. This research analyzed data from memos written by students, class activities, and conversations. Data was analyzed using qualitative content analysis. The findings showed that the nation's pro-Islamist philosophy is reflected in an attitude of fanaticism, difficulty accepting differences, and support for a closed system. A pro-secularism attitude is reflected in accepting differences, moderation, and prioritizing universal values. Accepting secularism and rejecting Islamic fundamentalism is perceived as an attitude of accepting historical agreements, moving away from fanaticism-based conflicts, and preparing for a more democratic future. The philosophical understanding of nationhood is formed by in-depth arguments on socio-political-religious phenomena, acceptance of historical agreements, and hopes for a peaceful future. The findings indicate that future research needs to investigate the teaching of national philosophy in Indonesian history material in different periods or events. They can also be carried out for teaching national philosophy in other places or countries. [ABSTRACT FROM AUTHOR]

Copyright of Ricerche di Pedagogia e Didattica is the property of Universita di Bologna, Dipartimento di Scienze dell'Educazione and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Only now has learning by mainstreaming authentic educational skills yet to exist. By following mechanical advances, learning media are increasingly diverse, including web transcription media that can be used as learning media in the classroom. Authentic digital recordings with STEM awareness so that learning can begin in a multiteacher manner to prepare students for demonstrable proficiency abilities. This study aims to determine the effect of using STEM-combined verification digital broadcast media on the verification abilities of students in ICT courses. The strategy used in this exploration is a semi-exploratory technique using a quasi-experimental nonequivalent control group design with two classes: a control class and an experimental class. Based on the analysis of the information obtained, the test value of the habit test (pretest-posttest) obtained an x² table value of 11.07 with a significance level of 0.05. The experimental class pretest x²count value was 10.92, the control class pretest x²count was 0.87, and the experimental class posttest x²count value was -18.81. The control class posttest x²count value was 4.22, the pretest-posttest data homogeneity test results obtained a Ftable 1.73 with a significance level of 0.05, the pretest Fcount value was 1.31, and the posttest was 1.57. The posttest data showed that the tcount value of 3.32 was not the same as the ttable value of 1.67, so Ho was rejected. H1 was accepted. STEM-based historical podcast media influences historical literacy skills in ICT History Education students. [ABSTRACT FROM AUTHOR]

The paper aims at discussing how historical knowledge is transmitted in the videogame series “Age of Empires”. Charsky&Mims (2008) suggested that students, at the end of the videogame activity, compare the information gathered with that provided by historical accounts to discover hidden game mechanics. The author argues that, in a perspective of history education through game-based learning (Delgado-Algarra 2020) “Age of Empires” enables the gamer to discover the past in a relatively short time, moving around easily (Brusa, 2022, 75). [ABSTRACT FROM AUTHOR]

The article discusses the challenges faced by journalism history as an academic field and the need for preservation and adaptation. It highlights the shift in universities from traditional journalism practice to broader communication and media studies, which has marginalized journalism history. The article also addresses the impact of technological advancements, such as digitization and AI, on the relevance of studying the past. It suggests strategies for journalism historians to preserve the field, including integrating history into communication classes, emphasizing theory and methodology in research, and reaching out to a broader academic audience. The article also calls for more inclusive and diverse scholarship in journalism history, particularly in relation to intersectionality and marginalized groups. [Extracted from the article]

This study explores how the ideology of racial individualism—which prioritizes an understanding of racism as individual wrongdoing—becomes embedded in the curriculum and discourse of the middle school social studies classroom and becomes embedded in the curriculum and discourse of the middle school social studies classroom to shape the racial socialization of students shapes the racial socialization of students. I provide a case study of one teacher's combined English and U.S. History class, drawing on data from classroom observations, teacher interviews, student work, and classroom artifacts. The analysis shows how racial individualism was the dominant narrative to frame racism from the colonial period to the present day. I argue that this racial ideology reproduces white racial innocence, including the innocence of individual white people in creating and participating in racist systems and the innocence of the United States as a white nation. Moreover, I show how racial individualism allows white students to appear as anti-racists while creating unsafe conditions for Students of Color to engage in honest dialogue about race. The study thus advances existing scholarship on color evasion in education by illuminating how young adolescents negotiate racial individualism in their everyday classroom interactions. [ABSTRACT FROM AUTHOR]

Copyright of Educación y Humanismo is the property of Universidad Simon Bolivar and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación y Humanismo is the property of Universidad Simon Bolivar and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación y Humanismo is the property of Universidad Simon Bolivar and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación y Humanismo is the property of Universidad Simon Bolivar and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this research was to evaluate the performance of ChatGPT in answering multiple-choice questions without images in the entrance exams to the National University of Engineering (UNI) and the Universidad Nacional Mayor de San Marcos (UNMSM) over the past five years. In this prospective exploratory study, a total of 1182 questions were gathered from the UNMSM exams and 559 questions from the UNI exams, encompassing a wide range of topics including academic aptitude, reading comprehension, humanities, and scientific knowledge. The results indicate a significant (p < 0.001) and higher proportion of correct answers for UNMSM, with 72% (853/1182) of questions answered correctly. In contrast, there is no significant difference (p = 0.168) in the proportion of correct and incorrect answers for UNI, with 52% (317/552) of questions answered correctly. Similarly, in the World History course (p = 0.037), ChatGPT achieved its highest performance at a general level, with an accuracy of 91%. However, this was not the case in the language course (p = 0.172), where it achieved the lowest score of 55%. In conclusion, to fully harness the potential of ChatGPT in the educational setting, continuous evaluation of its performance, ongoing feedback to enhance its accuracy and minimize biases, and tailored adaptations for its use in educational settings are essential. [ABSTRACT FROM AUTHOR]

A common dilemma in educational game design is identifying the right balance between freedom and structure. Too much structure limits constructive learning and curiosity, while too much freedom diverts focus away from the educational content. How can we create a feeling of freedom while encouraging students to interact with learning material? We argue that a compelling, open-world action-adventure game with a branching storyline could provide just the right balance. To test this idea, we created a single-player custom map action-adventure game, Ulfberht's Sword, using the popular Minecraft game. Our objective was that the game would support prehistory education and we piloted it with 151 students in their history classrooms. To determine how effective our game was for delivering educational material, we collected and analyzed the students' log files in combination with students' Minecraft experience. Our structure discovery revealed four interaction types, (1) intellectuals, (2) wanderers, (3) explorers, and (4) achievers, which reflect the students' interaction with the educational content and perseverance in challenging situations. Ultimately, the game design engaged Minecraft-experienced player types and guided them toward primary educational materials. Less-experienced player types remained curious but would have benefited from more direct in-game scaffolding, demonstrating the importance of players' pre-existing gaming skills and thoughtful choice architecture. In conclusion, the player types provide insight into how we can best support different types of students in the open-world game environment. In turn, this information allows us to identify design challenges and suggest better ways to strike the structure-autonomy balance in realistically heterogeneous classrooms.

This article explores relationships between ideas of reform pedagogy and conceptions of history education in the writings of four Norwegian upper secondary school history teachers who worked at the same rural gymnasium, Eidsvoll landsgymnas (ELG), between 1936 and 1939. While expressing support for certain principles of reform pedagogy, their ideas of purposes, content, and methods of history education varied considerably. This article demonstrates diversity within Norwegian reform pedagogy. Although these teachers could agree in criticism of the “old school” and in support of more student-centred and active education, their conceptions of history, as well as their goals for societal development, differed greatly. While one of the teachers saw strengthening national identity as the main goal of history education, others emphasised history education’s role in education for democracy.

The Batujaya site is one of the relics that reveal the historical heritage of Indonesia in the Hindu-Buddhist era. The objectives of this study are to; 1) Analyzing the study of historical concepts (Bernard Lewis in the case at the Batujaya Site and 2) Reviewing evidence of historical findings) at the Batujaya Site through the philosophy of structuralism (meaning of symbols in the temple area. This research uses qualitative methods (case study approach) through observation, interviews, and excavation reports. The results of the study stated that in the historical concept of Bernard Lewis related to the history of rediscovered has a connection with the discovery at the Batujaya Site which reveals lost history, and can be found by being reconstructed by historians through archaeological reports that have contributed to the collective memory of the Indonesian nation. In addition, the discovery at the Batujaya Site has structuralism meaning as evidenced by the existence of a temple stupa or Vivote Table symbolically about the beliefs of Buddhism.

"Black Crown: Henry Christophe, the Haitian Revolution and the Caribbean's Forgotten Kingdom" by Paul Clammer is a book that aims to rectify the omission of the post-independence history of Haiti in academic scholarship. The author highlights the historical agency of both rulers and commoners and seeks to shed light on the life of Henry Christophe, an often overlooked figure in the Haitian Revolution. The book explores the challenges faced by a newly independent nation and its efforts to establish international legitimacy. It also examines the continuity of certain institutions from the pre-revolutionary period and the establishment of a kingdom under Christophe's rule. While the book has some editing errors, it is praised for its contribution to the historical narrative and its exploration of interconnectedness in history. [Extracted from the article]

The article "Beyond History for Historical Consciousness: Students, Narrative, and Memory" analyzes 600 students' written responses to the question of the history of French Canadians in Canada. The authors examine how students construct narratives to explain the past and draw conclusions about their perceptions. They find that students' narratives differ based on geographic location, gender, mother tongue, and sense of identification. The authors also note the lack of representation of Indigenous history in the students' responses and suggest further research on this topic. Overall, the study provides insights into how students understand and interpret history. [Extracted from the article]

This document titled "The Gurindji Strike: Protest Song as Historical Source" is a teaching resource that focuses on the Gurindji strike, also known as the Wave Hill Walk-Off, which took place in 1966. The lesson aims to help students understand the purpose and significance of the strike and encourages them to consider the value of popular music as a source of socio-cultural history. The lesson includes activities such as reading comprehension, watching a video about the protest song "From Little Things Big Things Grow," and engaging in critical thinking about the lyrics of the song. The document provides links to online resources for further exploration. [Extracted from the article]

The article discusses the feedback provided by the HTANSW Executive on the 2024 Draft 7-10 NSW History Syllabus. The Executive praised the updates to the rationale and the removal of suggested hours for most topics in the second draft. They also noted improvements in the alignment of skills and concepts, as well as the inclusion of a more diverse range of school-developed suggestions. However, they expressed concerns about the density of Stage 5 and the structure of "Australia at War." The Executive suggested that the syllabus could be more explicit about what History teachers generally do and provide a more robust summary of how the curriculum promotes civics and citizenship. They also cautioned against overburdening the syllabus with excessive content. Overall, the Executive welcomed the opportunity to provide feedback and hoped for positive changes in the final version of the syllabus. [Extracted from the article]

"Alle Thyng Hath Tyme: Time and Medieval Life" by Gillian Adler and Paul Strohm is a comprehensive exploration of how people in medieval Europe experienced and understood time. The authors argue that medieval individuals approached time imaginatively but recognized its importance in understanding their world and their place in it. The book covers various systems for reckoning time, including natural time, liturgical time, clock time, narrative time, and human lifecycles. It also examines the moral and theological meanings ascribed to time and includes case studies from Middle English sources. While the book primarily focuses on England and Italy and draws heavily on literary sources, it provides valuable insights into medieval concepts of time for scholars and students. [Extracted from the article]

The article is a film review of "Haymarket: The Bomb, the Anarchists, the Labor Struggle," directed by Adrian Prawica. The film explores the history and significance of the Haymarket protest and trial in Chicago in 1886. It provides historical context on the working conditions and labor struggles of the time, as well as details about the rally, the explosion, and the subsequent trial. The film challenges some traditional narratives about the trial and presents different perspectives on the events. Overall, the review describes the film as informative and useful for understanding American labor history. [Extracted from the article]

"A Primer for Teaching Digital History: Ten Design Principles" by Jennifer Guiliano is a valuable resource for historians and humanities scholars interested in incorporating digital history methods into their curriculum. The book provides examples of classroom assignments and explores the relationship between historical content, methods, technologies, and learning outcomes. It emphasizes that digital history is shaped by the specific questions and contexts that historians seek to understand and the audiences they wish to reach. The book also discusses the importance of considering political and ethical considerations in the use of digital technologies. Overall, it offers a variety of approaches for integrating the digital into pedagogical practices and highlights the public-facing nature of historical research and pedagogy. [Extracted from the article]

The article focuses on the challenges and implications of using AI-generated images as historical sources, emphasizing the need for new analytical approaches to assess their authenticity and reliability. Topics include the widespread use of AI in creating historical visuals, concerns over misinformation and copyright issues, and practical strategies like the VIOBER acronym to help educators and students critically evaluate AI-generated content in history education.

The article focuses on the integration of generative artificial intelligence (GAI) in history education, highlighting its potential benefits for enhancing learning experiences and reducing teacher workload. Topics include the ethical, legal, and social challenges of using GAI tools, strategies for educating students about responsible AI use, and recommendations for school leaders and teachers to effectively implement and manage GAI in the classroom while maintaining academic integrity.

The theory of epistemic beliefs has proven valuable in advancing history education through inquiry-based learning. This study uses mixed methods to examine teachers’ epistemic beliefs in the History+ project. New analytical terms are proposed to differentiate the depth and situatedness of epistemic beliefs in order to address the discrepancies between the theory and the new findings, and a set of hypotheses is put forward to enhance the theory

Dünya üzerinde canlı hayatın başlangıcından bugüne bilimsel ve teknolojik gelişmelere her gün bir yenisi eklenmiştir. Sanayi inkılabı sonrasında bilgi akışının hızla artması neticesinde gelişmiş toplumlar bilgi üreten ve bilgiye bağlı olarak da teknoloji satan ülkeler haline gelmişlerdir. Öğretim programında bilim ve teknoloji alanında meydana gelen hızlı değişim sürecinde yer alan konuların ortaöğretim “Türkiye Cumhuriyeti İnkılap Tarihi ve Atatürkçülük” ders kitabında nasıl ele alındığı yapılan bu incelemenin çalışma konusunu oluşturmuştur. Bu çalışmada araştırmanın temel problem sorusu “12. sınıf Türkiye Cumhuriyeti inkılap tarihi ve Atatürkçülük ders kitaplarında bilimsel ve teknolojik gelişmelerle ilgili konuların yeri nedir?” şeklinde belirlenmiştir. Nitel araştırma yönteminin kullanıldığı bu çalışmanın verileri doküman incelemesiyle yoluyla toplanmıştır. Çalışmanın veri toplama aracı olarak ortaöğretim “Türkiye Cumhuriyeti İnkılap Tarihi ve Atatürkçülük” ders kitabı kullanılmıştır. Verilerin analizine başlarken önce öğretim programı ve programda yer alan kazanımlar bilim ve teknoloji konusu açısından incelenmiştir. Daha sonra öğretim programında yer alan konular ders kitabıyla eşleştirilmiştir. Sonuç olarak 12. sınıf T.C inkılap tarihi ve Atatürkçülük öğretim programı kazanımlarında bilim ve teknoloji konusuna sınırlı bir şekilde yer verildiği belirlenmiştir. Öğretim Programı ve ders kitabı karşılıklı incelendiği zaman öğretim programında mevcut olan kazanımların ders kitabında yer aldığı görülmüştür. Bilim ve teknoloji konularına ait görsellerin dağılımında makul denge dikkate alınmamıştır. İncelenen ders kitabında bilim insanlarına ait örnekler oldukça sınırlı bir şekilde yer almıştır.

In this paper, the constructions of historical personal identity of Finnish-speaking students are analysed. The students participated in a larger study of historical narratives and identities, carried out in 2020 in two schools in Finland and in one European School outside Finland. In the mixed-method study, sixty-one students were interviewed and given writing and drawing assignments on historical identity. In this paper, the students’ visual representations of their personal historical identity and its relationship with wider official history are analysed. The aim is to increase understanding of how 14–16-year-old students visualise and articulate their historical personal identity constructions and the historical elements they use in negotiating this identity. The findings suggest that the students integrate personal and historical social narratives in diverse ways but that the majority of them find it challenging to connect their personal family history with the wider official history. Only twelve students made the connection. In addition to presenting the results for the whole group of students, the visual representations of two selected students are discussed in more detail so as to highlight the difference in the approaches to historical personal identity construction among the students.

This article traces the convergence of state redress and the educational construction of citizenship from the 1990s onwards in Australia. It examines how successive settler political leaders used the education of a historical consciousness—settler citizens' relation to past, present and future—as a core strategy to seek resolution to the problematic national past. The article examines key political speeches that sought to mediate the settler nation's past in light of growing international and domestic pressures, including Keating's 1992 Redfern Park speech and Rudd's 2008 Apology to the Stolen Generations, and one of conservative backlash: Howard's 1996 Menzies Lecture. Rudd's subsequent national policy agenda of apology and an Australian Curriculum sought to inaugurate a new era in the settler nation's history. That program was embodied by the figure of the future citizen positioned to reckon with the nation's unjust past, a task inscribed in the inaugural national history curriculum. [ABSTRACT FROM AUTHOR]

Socially acute questions (Legardez & Simonneaux, 2006) have been reflected in education and in the teaching of History, in particular, often through memories of situations of burdening history (Borries, 2011) anchored in painful pasts (Hommet, 2012). However, its approach is not easy and there are many teachers who take risks, even if they feel the need for training, and create tasks that help respond to students' lack of guidance on these topics, enhancing decision-making from a more humanistic perspective. Therefore, we present work paths that could inspire this approach, with a special focus on what has been produced in Portugal. [ABSTRACT FROM AUTHOR]

The text is the result of the analysis of three situations in which the History Class, proposed by the historian Maria Auxiliadora Schmidt (2020), was developed as a strategy for a Reconstructivist Didactic of History, at the Federal University of Goiás, Brazil, in the years 2022 and 2023 Undergraduate and postgraduate students started with different problematizations and intentions for these elaborations, maintaining the articulation between teaching and research as an axis. The text presents some considerations and seeks to expand the possibilities for the construction of a methodology th [ABSTRACT FROM AUTHOR]

More than a study aid and repository of contents to be taught, History textbooks contain values that are intended to be transmitted. Aware of this reality, the Iberian dictatorial regimes controlled the knowledge to be taught. This article intends to show the historical knowledge to be transmitted in each of the Iberian dictatorial regimes through the analysis of a sample made up of Spanish and Portuguese school textbooks. Discourse analysis was used to compare the content of the textbooks in both countries, concluding that there were similar processes of ideological inculcation, even if there were slight differences regarding the form to do that. [ABSTRACT FROM AUTHOR]

The main objective of this research is the qualitative analysis of the narratives on democratic education in the official curriculum of Spanish History in the 2nd year of the Baccalaureate. In order to achieve this objective, a critical discourse analysis (CDA) and an instrument designed ad hoc for the research were applied. The results show that the Spanish curriculum contains a neutral description of democratic education without judgement of the social groups represented, although there is an underlying discourse that tends ideologically towards the values of social democracy. [ABSTRACT FROM AUTHOR]