The Issue of Genocides in School History Education: Contemporary Approaches and Perspectives

Abstract

The teaching of genocide-related topics in the school history curriculum is connected with changes in educational and social demands regarding the interpretation of complex historical phenomena and the development of students’ historical awareness. The relevance of this study is determined by the transformation of the information environment, the increasing influence of mediated historical narratives, and the growing importance of history education in the formation of civic competencies. The objective of the article is to examine approaches to the inclusion of genocide topics in school history education and to identify pedagogical and methodological conditions that ensure their effective integration into the learning process.The methodological framework of the study is based on a combination of systematic analysis of school curricula, comparative historical analysis of different educational models, and content analysis of teaching materials. These methods allowed for the identification of dominant interpretative patterns in the presentation of sensitive historical content and for the assessment of structural features in curriculum design. In addition, generalization of pedagogical practices in history teaching was applied to determine the extent to which genocide-related content is embedded in educational practice and how it is methodologically supported in different educational contexts. The results of the study demonstrate an uneven distribution of genocide-related topics across school curricula. This unevenness is associated with differences in curricular depth, variation in methodological guidance, and reliance on broader national approaches to history education. In several educational systems, factual presentation of events prevails, while analytical work with causes, mechanisms, and consequences of mass violence remains insufficiently developed. Such imbalance influences the quality of students’ comprehension of historical processes and limits the formation of a structured understanding of mass violence as a historical phenomenon.The conclusions note that addressing the topic of genocide in the school history curriculum requires a shift in approaches to structuring instructional material, expanding interdisciplinary connections, and strengthening the analytical component of teaching. It is also necessary to expand interdisciplinary connections and to enhance methodological approaches focused on source analysis and critical interpretation of historical narratives. These changes contribute to the development of students’ ability to engage with complex historical material and to form reasoned interpretations of past events.