Transformation of historical education under the influence of artificial intelligence

Abstract

The rapid integration of artificial intelligence tools into the educational sphere is leading to profound changes in the content, methods, and organisation of learning, particularly in historical education, a field focused on working with texts, interpreting sources, and developing critical thinking. The use of machine learning algorithms, automated text analysis systems, and generative models transforms traditional approaches to teaching history by reshaping the role of the instructor, learning practices, and educational outcomes. Purpose. The purpose of the article is to provide a conceptual interpretation of the transformation of historical education under the influence of artificial intelligence and to identify the main directions of its application in the educational process, taking into account pedagogical, methodological, and ethical aspects. Methods. The study employs an interdisciplinary approach that combines elements of pedagogical analysis, the historiographical method, and educational analytics. Comparative analysis of traditional and digitally oriented learning models, generalisation of scholarly publications, and structural and functional analysis of the impact of artificial intelligence tools on learning objectives and outcomes are applied. Results. It is substantiated that artificial intelligence contributes to the personalisation of history learning, expands opportunities for working with historical sources, and enhances the analytical level of the educational process. It is revealed that the use of intelligent systems shifts the focus from the reproductive acquisition of facts to the interpretation, modelling of historical processes, and the development of skills for the critical evaluation of information. At the same time, risks associated with algorithmic bias, the simplification of historical narratives, and a reduction in learners’ cognitive autonomy are identified. Conclusions. It is concluded that the transformation of historical education under the influence of artificial intelligence is systemic in nature and requires scientifically grounded pedagogical support. The effective use of intelligent technologies is possible provided that innovative tools are combined with the classical principles of historical scholarship, academic integrity is maintained, and the limits of automation in the educational process are clearly understood.