Transformation of Approaches to Teaching History in the Context of Global Humanitarian Crises

Abstract

The purpose of the article is to analyze the main directions of the transformation of history teaching in higher education institutions under conditions of global humanitarian crises and to substantiate a crisis-oriented model of history education aimed at developing critical thinking, historical consciousness, and cultural resilience among students. Methods. The study is based on a comparative analysis of the organization and content of history teaching before and after crisis events, a synthesis of modern concepts of digital pedagogy, an analysis of international case studies of distance and blended learning, as well as a generalization of research findings on the application of multimedia and smart technologies in the educational process. An interdisciplinary analytical approach was applied, combining historical-pedagogical and sociocultural interpretations of crisis phenomena. Results. It has been established that global humanitarian crises of the 21st century have caused structural changes in university history education, including accelerated digitalization, transformation of teaching methodology, and strengthening of the competence-based approach. The COVID-19 pandemic and military conflicts led to the expansion of distance and blended learning formats, which was accompanied by unequal access to digital resources as well as cognitive and motivational losses among students. The article identifies that history education under crisis conditions performs identification, memorial, worldview, civic, and resilience functions, shaping students’ ability to critically analyze narratives and counter hybrid threats. The effectiveness of interactive practices, multimedia complexes, digital platforms, and smart tools is substantiated as a means of maintaining academic quality and fostering the development of students’ historical thinking. The study concludes that university history teaching in the context of global humanitarian crises should be transformed toward the integration of digital technologies, a multiperspective approach, and memory practices, as well as toward strengthening the humanitarian component of higher education as a factor of social stabilization. History education is proposed to be viewed as an instrument for developing cultural resilience and civic sustainability of youth in a crisis society.