Abstract
In the third decade of the 21st century, the limitation of information has been replaced by the difficulty of selecting freely available information. Useful and irrelevant knowledge is available in enormous quantities on the online storage of increasingly growing server capacities. The world of education and history didactics are no exception either. Students, teachers and researchers share the need for key reference points that are solid in this field of science. As a discipline introducing sources and traces of the past and activities with higher order cognitive tasks, history didactics can be a promoter of the effective information selective process. Our study investigates the role and trends of the International Journal of Research on History Didactics, History Education and History Culture over the past decade and provides the reader with a mosaic of the most recent themes and approaches in the discipline. The most important objectives of our research are the detailed portrayal and analysis of the journal and outlining the key professional workshops, authors, current directions and issues of history didactics. As an annex to the study, we have created a thematic repertory containing the open-access online writings of the journal's archive between 2010 and 2021, thus allowing for thematic aggregation.
1 Introduction of ISHD and JHEC
Founded in 1980, the International Society for History Didactics (ISHD) is an academic organisation with nearly 200 members whose objective is to support and motivate research in the field of history didactics, focusing especially on historical thinking, historical consciousness and history teacher education (Fodor, 2019). The international nature of the organisation is also reflected by the fact that its partner organisations including EuroClio, Public History Weekly, the African Association of History Education, German and French organisations (e.g. Comité International des Sciences Historiques), and the Hungarian Történelemtanítás: Online Történelemdidaktikai Folyóirat (History Teaching: Online Journal of History Didactics) is also among its co-journals.
The governing body of the organisation is a seven-member Board. The current board comprises Susanne Popp (University of Ausgburg) as president, Markus Furrer (Lucerne, Switzerland) as Vice President and Treasurer, Terry Haydn as Secretary (Norwich, England), Mare Oja (Tallinn, Estonia) and Eelize Van Eeden (Vanderbijlpark, South Africa), Public Relations, Dennis Röder (Hamburg, Germany), Social Media, and Joanna Wojdon (Wroclaw, Poland), who is the Editor-in-Chief of the Yearbook.
The Society's annual scientific conferences serve as important meeting points for researchers in the field of history didactics. The most recent scientific event was held in 2021 by the University of Education in Lucerne online and was entitled Why History Education? (Tóth & Fodor, 2022; Vajda, 2023). The speakers at the conference gave a variety of answers to the question posed in the title, with democratic and active citizenship education, the development of historical consciousness, the deconstruction of myths and legends, and controversial historical examples all playing an important role.
The Society's official annual English-language journal is the International Journal of Research on History Didactics, History Education, and History Culture, Yearbook of the International Society for History Didactics (JHEC) bearing this name since 2016. The yearbook features papers that have undergone double-blind peer review, with abstracts appearing in three languages, English, French and German. The journal was founded in 1980 under the title “Information, Informationen, Informations” and was published in two issues per year until 2000. In 2001 the name of the journal was changed to “Yearbook - Jahrbuch - Annales” Journal of the International Society for History Didactics. The Yearbook has been included in the databases of the European Reference Index for the Humanities and the Social Sciences (ERIH PLUS) since 2015 and also in SCOPUS since June 2017.
Since 2018, the Yearbook has consistently been divided into three sections: the first section contains of papers that form the theme of the Yearbook, the second section, the Forum, contains papers on history didactics thematically non-related to the Yearbook, while the third section contains book reviews.
2 The scientific prestige of the journal
Although each writing has its own and unrepeatable value, with the development of scientific public life and the acceleration of globalization, there has been a need to compare scientific works, including journals. In order to present the lesser-known scientific metrics of the journal under study, it may be important to understand the background of the category system and classification.
JHEC yearbook is indexed in the SCOPUS database which is the largest abstract, journal and book database in the world. The database is operated by Dutch analytics company Elsevier. The strict admission requirements of SCOPUS are based on the evaluation and proofreading system, the professional and diverse editorial staff, and the not only transparent but also efficient publication process. In order to be listed in the SCOPUS database it is important to ensure the scientific advancement of editors, regular appearance and open access of the journal.
The basis for the evaluation and scientific classification of journals is citation. This standardized and objective value is measured in the form of an index that is calculated on the basis of different components. International scientific public opinion accepts several citation indices, one of which is the SJR indicator. The SJR indicator used by the SCImago Journal Ranking is based on the number of studies in a journal, the number and type of quotations pointing to them. According to the experts of the metrics of science, this index is intended to express how close a journal is to the scientific discourse of a given subfield of science (Guerrero-Bote & Moya-Anegón, 2012).
The index is therefore based on the registration of citations by authors. At the same time, the importance of this question is not addressed by all researchers. Another distortion is the publication practice of the journal. The JHEC issues become open access one year after their publication, before that they can be ordered from the website of the publisher Wochenschau Verlag. The 2021 JHEC yearbook index may have been attributable to these reasons at 0.11.
Journals are listed in international rankings based on citation, which are ranked from Q1 to Q4. The top 25% of the four-quarter ranking is for journals with the highest impact while the Q4 category comprises those with the lowest impact. From 2021, the JHEC yearbook is included in the Q3 category. This is the first year when it leaves the Q4 quadrant.
Despite the fact that quantified indicators such as citation do not give a complete and comprehensive picture of the scientific value of the journal and its impact on the field of science, a better position in similar rankings can increase its prestige. It may be worth paying more attention in the editorial staff to the registration and aggregation of quotations pointing to the studies of the journal. By doing so, the profile of the journal could be strengthened, and its impact among researchers and readers could be spread even more efficiently.
3 Description of research methodology
The sample of the research was the corpus of the Journal of Research on History Didactics, History Education, and History Culture, Yearbook of the International Society for History Didactics (JHEC) published between 2011 and 2021, which comprises 137 papers. These issues are easily accessible online for free. The research method used was content analysis, which Éva Szabolcs (2004) defines as follows: ‘Content analysis is the process of drawing conclusions from the recurring features of communications and messages by a systematic and objective procedure, which are not explicitly stated in the communication, but which can be deduced from the way the message is structured, i.e. encoded, and which may be confirmed by other means (not content analysis)' (Antal L. 1, cited in Szabolcs, 2004, p. 332). In other words, in content analysis, first the sample is transformed into analysable data (coding), and then these data are analysed and interpreted quantitatively and qualitatively (Szabolcs, 2004). Weber, Robert, Philip (1985) calls this process a method in which several procedures are used for text interpretation, to formulate generalisations and differences (cited in Zamir-Baratz, 2018). Content analysis can therefore cover visual, pictorial and textual data. However, with regard to qualitative content analysis, there is no consensus on whether this includes coding, the corpus of text as a whole, or the quantitative statistical procedure itself. According to Kálmán Sántha (2022) this reduces the appreciated position of this research methodology.
Although the journal has published reviews in the last few years, our analysis does not include them. We have summarized the data using the studies of thematic and forum sections, we compiled them in a database and got results using functions. The most important categorisation-classification criteria were year of publication, thematic title of the yearbook, title of the studies, keywords used in the categorisation, authors, author affiliation, country of origin, continent of the authors, authors’ gender distribution and special attention was paid to the work of Hungarian authors.
Our aim of the analysis was to create a database from which the corpus could be used to explore the journal's themes, main subject areas and author correlations (gender, origin, co-authorship, affiliation). A further aim was to organise the material of these 11 years into a repertory providing a guide to one of the most respected academic journals in the field of history didactics. This repertory is included as an appendix to this study.
We formed five research questions as the basis of the analysis to which we formulated five hypotheses.
Our research questions are as follows:
What are the most prominent themes/topics of the journal?
What is the gender distribution of authors and co-authorship?
Who are the most published authors in the journal? In what subjects do they publish?
To which institution are the most published authors assigned? Are workshops on history didactics identifiable?
Which countries and continents play the most important role? Can a trend or pattern be identified?
The hypotheses of the research were these:
Our hypothesis is that textbook research is the most frequent thematic category.
No significant difference is shown between the two sexes. The proportion of males is higher, but the number of females is higher for some grades.
Germans-speaking authors publish the most, thanks to their widely acknowledged role in history didactics.
Workshops, institutional groupings are visible in Northern Europe.
German-speaking authors are the most prominent, they publish the most, but there is ‘internationalisation’, with an increase in the proportion of authors from outside Europe.
4 Topics/themes of the yearbook
Despite the thematic nature of the journal, we felt it was important to create our own system of categories to classify the studies. In total, we have developed more than fifteen different categories to ensure that each study has at least one thematic category. Some studies were assigned to 3–4 categories, others to 1–2. This also shows the diversity of the studies. Due to the size of our sample, the categorisation was based on the titles and abstracts of the studies.
The following concepts and keywords were used in the categorisation: historical thinking, historical consciousness, teacher education, textbook research, curriculum, historical culture, historical narratives, memory culture, museum pedagogy, critical thinking, diversity, history didactics, ICT/media, identity, teaching methodology, other.
As it can be seen, the list includes abstract concepts, conceptions, principles and approaches. To facilitate the interpretation of the results, the abstract concepts are briefly explained in the context of this study. The exact meaning of (history)didactics varies from author to author (Falus, 2000; F. Dárdai, 2006; Vajda, 2018). In this study, history didactics is interpreted as theoretical issues in history teaching, while teaching methodology is understood as a description of methodological ideas, innovations and approaches, as well as the implementation of practical techniques and methods of teaching history and civics.
Historical thinking: ‘the analysis of the media of the past, the acquisition of information from them, their interpretation, evaluation, integration into the system of existing knowledge of the pupils, their oral and written expressions, reflection on issues of change, continuity, causality, the role of the individual, the perspective of the media, etc.’ (Gyertyánfy, 2022).
The concepts of historical culture, diversity, identity, memory culture are closely related. The ICT/media category has been treated as a separate category due to its importance in recent times. However, the diversity of the studies made it inevitable to create an ‘other’ category, which included studies on topics such as taxonomic task development, popular culture and board game pedagogy.
The results show that the most frequent theme was textbook analysis, which appeared 38 times out of 214 tags out of 137 studies (approximately 20% of the total). This is closely followed by curriculum, which is present in almost 15% (29 occurrences) of the studies. Several categories did not appear more than 20 times, but it is noteworthy that the categories diversity and identity together have reached 35 occurrences. Figure 1 shows the keywords, their size indicating their frequency.
Most frequent thematic keywords in ISHD yearbooks (2011–2021)
Citation: Hungarian Educational Research Journal 13, 4; 10.1556/063.2023.00184
In terms of the keyword categorization, there is of course a correlation between the occurrence of keywords and the theme/topic of Yearbook journals. The theme of the year 2011 JHEC for example was textbook analysis. In this yearbook we used 19 keywords to isolate studies, 11 of which relate to this topic, accounting for almost 60% of the keywords. On average, each cohort has at least 3 studies related to textbook analysis, but in 2017 and 2019 this number of items is 0, while in 2013–2014 it is above 6.
The themes of the remaining issues are generally broader (e.g. 2012: From Historical Research to School History: Problems, Relations, Challenges). The theme of the 2013 issue is also significant, focusing on the relationship between cultural and religious diversity and the teaching of history. We were able to assign the word “diversity” to 9 of the 15 papers. The other categories on average occur 10–10 times.
4.1 Authors: distribution of gender and co-authorship
In the examined period a total of 203 authors (135 different person) published in the journal, 105 men and 98 women, i.e. a nearly equal gender distribution. Having looked at the gender distribution by continent the results indicate that almost 80% of the 170 authors are European, 78 women and 92 men (Fig. 2). Figure 3 shows that the non-European authors' (20%) gender distribution between 2011 and 2021 is not significant, but there we can find more female authors (18 female, 15 male).
Gender distribution of authors by origin
Citation: Hungarian Educational Research Journal 13, 4; 10.1556/063.2023.00184
Gender distribution of authors by origin (non-European continents)
Citation: Hungarian Educational Research Journal 13, 4; 10.1556/063.2023.00184
If we look at the relationship between co-authorship and papers, we find that both the number of authors and the number of papers have decreased in recent years (Fig. 4), but it can be assumed that this is strongly influenced by the theme of the issue and the COVID-19 epidemic.
Number of studies and authors in the JHEC Yearbooks in the examined period (2011–2021)
Citation: Hungarian Educational Research Journal 13, 4; 10.1556/063.2023.00184
On average, there are one and a half authors per study. Co-authorship is highest in the 2017 issue, with 2.1 for each study with the highest number of authors in 2011, 2017, while the highest number of authors (as well as papers) can be seen in the issue in 2014.
The gender distribution of the yearbook authors is shown in Fig. 5. The data shows a slight fluctuation for both sexes. When averaging the results, no significant difference is found, but a breakdown by year shows that the most recent year, 2021, not only has the lowest number of authors and papers from the examined period, but also has the highest number of female authors (70%). The highest proportion of male authors is found in 2012, where 75% of the authors were male. Most male authors published in the journal in 2011, while most female authors published in 2016.
Gender distribution of authors in ISHD yearbook studies per issue (2011–2021)
Citation: Hungarian Educational Research Journal 13, 4; 10.1556/063.2023.00184
Number of studies published in the last 10 years of the ISHD yearbook by country, self-edited diagram
Citation: Hungarian Educational Research Journal 13, 4; 10.1556/063.2023.00184
5 Countries, universities, workshops–patterns and trends
What are the birthplaces of professional innovation in the field of history didactics? What are the most significant international workshops with the outmost published papers?
Our database of JHEC yearbooks included author affiliations for both country and institution. In the following, we summarize these data.
Between 2011 and 2021, nearly 150 papers of 135 authors were published in the yearbooks. The authors were from 32 countries on 5 continents. The vast majority of these studies come from European researchers. However, the participation of researchers from the old continent is not equal, Germany and the United Kingdom have the highest number of history didactics workshops.
German, Polish and Estonian researchers published the most studies. Authors from 4 countries, Germany, Greece, Belgium and Poland, all appear in the yearbooks in numbers above 10 (Fig. 6).
Outside Europe, researchers from South Africa are the most active with 4 studies related to the theme of African history teaching in the yearbook 2021. In addition, Canada, Israel, the USA and China have all contributed to the journal with 2 studies each (Figs. 7 and 8).
The ‘globalisation’ of the authors of the JHEC Yearbook
Citation: Hungarian Educational Research Journal 13, 4; 10.1556/063.2023.00184
History didactics workshops in Europe (institutions publishing at least four studies or workshops with at least four associates who contributed to the yearbook), self-edited diagram
Citation: Hungarian Educational Research Journal 13, 4; 10.1556/063.2023.00184
In addition to states, we also identified professional communities which we call workshops conducting research in the field of history didactics. We have found altogether 14 institutions (universities, research institutes, libraries) that have published at least 4 studies in the journal, or which are associated with at least 4 authors who have published in the journal.
The University of Leuven in Belgium, the University of Augsburg in Germany and the University of Tartu in Estonia have the most associates who published in the yearbook.
There are two German (Augsburg and Cologne) and one Belgian institution (Leuven) among the affiliated workshops with the most publications in the yearbook. Four of the most active institutions appear in the yearbook with only one associated researcher.
The workshops usually specialise in different subfields of the discipline. The most important themes of the University of Cologne's workshop include diversity, teaching methodology, textbook research and teacher training. Teaching students with disabilities/hearing impairments appears as a unique topic among authors (Sebastian Barsch, Wolfgang Hasberg). In the case of Turku University in Finland, the theme of diversity in schools stands out. With this focus, they examine the possibilities of historical consciousness development and teaching transnational history.
Mare Oja of Tallin University in Estonia appears alone among the authors from her community. Two-thirds of her six studies deal with national core curriculum issues, regulation and textbook research, as well as identity questions. The studies of 10 researchers from the University of Leuven in Belgium focus on historical thinking. The writings shed light on the importance of curriculum and textbook research issues of Belgian national past and decolonisation. 5 researchers of the University of Augsburg contributed to the journal in the topics of methodology, the role of museum pedagogy, as well as the examination, content and visual analysis of historical magazines and textbooks.
If we take a closer look at the origin of authors, although the dominance of European authors cannot be doubted, the importance of non-European continents, especially Asia and Africa, seems to become slightly significant, though it fluctuates. However, this may be related to the current theme of the journal. The authors' origin also implies the diversity of the fields of research and interest of history didactics.
As for the appearance of Hungarian researchers, during the period under review, Hungarian researchers published in the 2011, 2015, 2019, 2020 and 2021 numbers, a total of 7 authors 10 times. Ágnes Fischer Dárdai published 3 times and József Kaposi did 2 times, so they authored half of the contributions. László Kojanitz and Csaba Jancsák also published in the journal in a variety of topics (textbook analysis, teaching methodology). The authors are affiliated in three universities of the country which are located in the capital, Budapest and 2 provincial cities, Pécs and Szeged.1
The summary of countries and institutions was based on the self-reporting of the authors. Results may be nuanced by the free border crossing of the European Union, dual citizenship, overlap between institutions and the nature of more complex professional networks. Nevertheless, results based on available data may be suitable for outlining general trends concerning the workshops of history didactics.
6 Limitations of research
The accuracy of our keyword analysis depends on the validity of the goodness-of-fit indicators of coding, in other words, whether the codes used are reliable and valid. The reliability of coding depends on three factors: accuracy, consistency and reproducibility. Accuracy is the degree to which the coding process can be considered standard, “reproducible”. Consistency shows whether the coding can be performed in the same way regardless of the coding time. Reproducibility is a coding-reliability indicator, and validity is also an indicator of validity (Szabolcs, 2004).
In the design of keywords and repertory, all these goodness indicators may be compromised, since the concepts used in coding are abstract in history didactics and therefore may be interpreted differently by coders. For example, in the case of the term historical thinking, it can be strongly assumed that it appeared in most of the papers in the examined period, albeit not explicitly in the abstract and title, and that it was a predominant part of the writing. In addition, all these aspects of analysis, however, would be validated by the inclusion of complex corpus analysis software (e.g. Atlas, MAXQDA), which could also form the basis of the following research.
Nevertheless, the results based on the available data may be useful to outline general trends. Furthermore, they will also provide a good basis for deepening and extending the research.
In the course of the research, we contacted the editors of the Yearbook, who would have liked to provide us with data on visits to the publisher's website and downloads of individual studies, but due to a technical error, this was not monitored by the system earlier.
7 Conclusion
In our study, we analysed papers published in the last eleven issues of the International Journal of Research on History Didactics, History Education, and History Culture, a yearbook format journal of the International Society for the Didactics of History. Using the database made during the research, we have presented the most important content points of the journal, the current topics that most researchers have been concerned with during this period. We could confirm the hypotheses presented in the study. These were primarily textbook revision and curriculum regulation.
In our research, we also analysed the gender ratio of authors, the frequency of co-authorship, and the origin of Yearbook researchers. Although a higher number of co-authorship were found in some issues, this was usually related to the number of papers published in the related Yearbook. No significant difference in the gender distribution was found either, but a fluctuation can be observed per issue.
The study also attempted to outline the European professional network of history didactics. We have brought together the institutions that serve as important professional communities devoted to academic work within the discipline.
There are 16 European institutions whose staffs have submitted at least 4 papers to the journal in the last 11 years. A quarter of these are in Germany, traditionally considered the birthplace of history didactics. However, the map also includes the University of Pécs, an important centre for the field in Hungary.
In terms of Hungarian researchers, Ágnes Fischer Dárdai and József Kaposi have published the most studies, and the most influential history didactic workshops in Hungary are located in Budapest, Pécs and Szeged.
The results of the research clearly point to complex directions in the development of history didactics, which will presumably influence the scientific discourse of the near future.
A further line of investigation could be to compare the content and background of the journal with other internationally or nationally distributed journals and yearbooks. A further area of interest is to identify which researchers' work is most cited in the yearbooks, and to what extent the phenomenon of “cross-referencing” is present, and, from an examination of all these, which have the highest number of citations.
References
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Appendix Repertory
| Year of publication | Authors | Title of papers | |
| Critical thinking | |||
| 33/2012 | Karel Van Nieuwenhuyse | ‘Remembrance Education’ and the Historization of Holocaust Memories in History Education | |
| 34/2013 | Edda Sant, Antoni Santisteban, Joan Pagès | How can we contribute to intercultural education through the teaching of history? | |
| 37/2016 | Karel Van Nieuwenhuyse | Is seeing believing? On the educational use of mainstream historical films in the history classroom | |
| Curricula | |||
| 33/2012 | Nadine Ritzer | Between ‘National Defense’ and ‘Peacekeeping’ – History Education in Cold War Switzerland | |
| 33/2012 | Sun Joo Kang | Transcending Eurocentric and Sino-centric Perspectives in the Middle School World History Curriculum in the Republic of Korea since 1945 | |
| 33/2012 | Chunmei Gu | World History in the College Entrance Examination in Shanghai | |
| 34/2013 | Denisa Labischová | Intercultural dimension of history teaching in today's Czech secondary education curricula | |
| 34/2013 | Arja Virta | Perspectives on ‘other cultures’ in Finnish history curricula, 1970–2004 | |
| 35/2014 | David Lefrançois, Marc-André Éthier, Stéphanie Demers | A theoretical framework for analysing discourse regarding postcolonial national identity in the context of history teaching in Quebec | |
| 35/2014 | Karel Van Nieuwenhuyse | From triumphalism to amnesia. Belgian-Congolese (post)colonial history in Belgian secondary history education curricula and textbooks (1945–1989) | |
| 35/2014 | Terry Haydn | How and what should we teach about the British empire in English schools? | |
| 35/2014 | Alexander Khodnev | The history of colonialism and decolonization in the Russian educational curriculum and the challenges to history didactics | |
| 36/2015 | Karel van Nieuwenhuyse | Increasing criticism and perspectivism: Belgian-Congolese (post)colonial history in Belgian secondary history education curricula and textbooks (1990-present) | |
| 37/2016 | Anu Raudsepp, Karin Veski | Colonialism and decolonisation in Estonian history textbooks | |
| 37/2016 | Mare Oja | Local, national and global level in history teaching in Estonia | |
| 38/2017 | Mare Oja | Development of the history teacher curriculum in Tallinn university: trends and challenges | |
| 38/2017 | Sara Zamir, Roni Reingold | History teaching curricula: Implications of implicit and explicit ethnocentric and multicultural educational policy in Israel | |
| 38/2017 | Jean Leonard Buhigiro, Johan Wassermann | Revealing professional development needs through drawings: The case of Rwandan history teachers having to teach the genocide against the Tutsi | |
| 39/2018 | Stanisław Roszak | Between dominance and democracy in the selection and content of textbooks in Poland | |
| 39/2018 | Mare Oja, Grete Rohi, Merike Värs | History teaching at post-elementary school in Estonia – successes and challenges | |
| 39/2018 | Sara Zamir, Lea Baratz | Victim themes in contemporary history curricula for state junior high schools in Israel – can the past construct future consciousness of victimhood? | |
| 40/2019 | Terry Haydn | Changing ideas about the role of historical thinking in school history: A view from England | |
| 40/2019 | Danuta Konieczka-Sliwinska | Concepts for teaching about regions in Polish schools at the beginning of the 21st century in the light of curricula | |
| 40/2019 | Jukka Rantala, Najat Ouakrim-Soivio | Historical thinking skills: Finnish history teachers' contentment with their new curriculum | |
| 41/2020 | Anitha Oforiwah Adu-Boahen | An evaluation of pre-service teachers' ability to source historical documents | |
| 41/2020 | Maserole Christina Kgari-Masondo | In pursuit of a decolonised history teacher: Agency and boldness in fostering change | |
| 41/2020 | József Kaposi | Issues concerning education for democracy in contemporary Hungary | |
| 41/2020 | Terry Haydn | Telling the truth about migration: A view from England | |
| 42/2021 | Yvonne M. Kabombwe, Nelly Mwale | A silver line in curriculum reform: Reflections of teachers of history on the integration of history in social studies curriculum at junior school in Lusaka, Zambia | |
| 42/2021 | Ágnes Fischer-Dárdai and József Kaposi | Changing history teaching in Hungary (1990–2010): Trends, mosaics, patterns | |
| 42/2021 | Mare Oja | History teaching after the Cold War: The Estonian experience | |
| 42/2021 | Barnabas Vajda | Teaching the Cold War in the post-Cold War era | |
| Diversity | |||
| 32/2011 | Panayotis Kimourtzis, Giorgos Kokkinos, Panayotis Gatsotis | Educational Policy for Minorities – New History Textbooks in Greece: Exclusion and Supression of Otherness | |
| 33/2012 | Karel Van Nieuwenhuyse | ‘Remembrance Education’ and the Historization of Holocaust Memories in History Education | |
| 33/2012 | Daniel V. Moser-Léchot | From Different Theories of History to Textbook Presentations: Themes of Iimperialism | |
| 34/2013 | Helen Ting | History teaching and education for patriotic citizenship in Malaysia | |
| 34/2013 | Edda Sant, Antoni Santisteban, Joan Pagès | How can we contribute to intercultural education through the teaching of history? | |
| 34/2013 | Denisa Labischová | Intercultural dimension of history teaching in today's Czech secondary education curricula | |
| 34/2013 | Urte Kocka | Is globalizing history topics in the classroom a way of dealing with increasing global diversity? | |
| 34/2013 | Arja Virta | Perspectives on ‘other cultures’ in Finnish history curricula, 1970–2004 | |
| 34/2013 | Katja Gorbahn | Supporting eurocentrism or exploring diversity? Problems and potentials of the presentation of ancient Greece in history textbooks | |
| 34/2013 | Mare Oja | The image of the other in the history of Estonia on the basis of contemporary textbook analysis | |
| 34/2013 | Anu Raudsepp, Karin Hiiemaa | The image of the other: The example of the Russians and Germans on the basis of an analysis of Estonian history textbooks | |
| 34/2013 | Wolfgang Hasberg | The religious dimension of social diversity and history education | |
| 35/2014 | Jan Löfström | Lost encounters: a post-colonial view of the history course ‘meeting of cultures’, in the upper secondary school in Finland | |
| 35/2014 | Sebastian Barsch | Silent stories of exclusion – teaching deaf history | |
| 38/2017 | Sara Zamir, Roni Reingold | History teaching curricula: Implications of implicit and explicit ethnocentric and multicultural educational policy in Israel | |
| 41/2020 | Alexander Khodnev | Migrants in Russia through the educational viewpoint: Integrational, cultural and didactic problems | |
| 42/2021 | Denise Bentrovato | The everyday ellipsis in the edifice: The truncation of a unifying national narrative covering and revealing silenced realities in history education in post-independence Burundi | |
| Historical consciousness | |||
| 33/2012 | Denisa Labischová | Czech History in the Historical Consciousness of Students and History Teachers ― Empirical Research | |
| 33/2012 | Jan Löfström | The Finnish High School Students Speak on Historical Reparations: Notion of a Historical Consciousness Study | |
| 33/2012 | Chunmei Gu | World History in the College Entrance Examination in Shanghai | |
| 34/2013 | Aleksey Bushuev | Contemporary history for the modern generation: the specificity of schoolchildren's historical consciousness formation in post-soviet Russia | |
| 34/2013 | Terry Haydn | History magazines in the UK | |
| 34/2013 | Robert Thorp | The concept of historical consciousness in Swedish history didactical research | |
| 35/2014 | Harry Haue | Greenland – history teaching in a former Danish colony | |
| 37/2016 | Barnabas Vajda | On the global – national – regional – local layers of Slovak secondary school history textbooks | |
| 38/2017 | Eleni Apostolidou, Gloria Solé | The historical consciousness of students-prospective teachers: Greek and Portuguese aspects in the context of the current economic crisis | |
| 38/2017 | Robert Thorp, Eleonore Törnqvist | Young children's historical consciousness: A Swedish case study | |
| 41/2020 | Heather Sharp, Silvia Edling, Niklas Ammert, Jan Löström | A review of doctoral theses since 2000: Historical consciousness in the Australian context | |
| 41/2020 | Lukas Greven | Research-based historical learning – a dynamic concept? Designing a retrospective longitudinal study of the Federal President's History Competition | |
| Historical culture | |||
| 33/2012 | Manfred Seidenfuß, Markus Daumüller | The Teacher: A Decisive Variable for Innovations in Teaching History | |
| 36/2015 | Eleni Apostolidou | Affordances and constraints of history edutainment in relation to historical thinking | |
| 36/2015 | Arja Virta | Seeing the past in pictures: children's historical picture books as an introduction to history | |
| 38/2017 | Monika Vinterek, Debra Donnelly, Robert Thorp | Tell us about your nation's past: Swedish and Australian pre-service history teachers' conceptualisation of their national history | |
| Historical narrative | |||
| 32/2011 | Marie-Christine Baquès | Historical Narratives in French School Textbooks, and the Writers' Responsibility for the Pupils | |
| 34/2013 | Arja Virta | Perspectives on ‘other cultures’ in Finnish history curricula, 1970–2004 | |
| 36/2015 | Karl Benziger | Music, minstrels, and the American Civil War: Entertainment, imagination, and historical Interpretation? | |
| 37/2016 | Barnabas Vajda | On the global – national – regional – local layers of Slovak secondary school history textbooks | |
| 38/2017 | Heather Sharp, Robert Parkes, Debra Donnelly | Competing discourses of national identity: History teacher education students' perspectives of the Kokoda and Gallipoli campaigns | |
| 38/2017 | Jean Leonard Buhigiro, Johan Wassermann | Revealing professional development needs through drawings: The case of Rwandan history teachers having to teach the genocide against the Tutsi | |
| 39/2018 | Barbara Silva | History, narrative and the public: Towards a social dimension of history as a discipline | |
| 40/2019 | Cynthia Wallace-Casey | ‘I want to remember’: Student narratives and Canada's History Hall | |
| 41/2020 | Maserole Christina Kgari-Masondo | In pursuit of a decolonised history teacher: Agency and boldness in fostering change | |
| 41/2020 | Alexander Khodnev | Migrants in Russia through the educational viewpoint: Integrational, cultural and didactic problems | |
| 41/2020 | Lukas Greven | Research-based historical learning – a dynamic concept? Designing a retrospective longitudinal study of the Federal President's History Competition | |
| 42/2021 | David Mbuthia | From decolonization towards inclusivity: The evolution of presentation of Kenya's history in the Nairobi National Museum | |
| 42/2021 | Denise Bentrovato | The everyday ellipsis in the edifice: The truncation of a unifying national narrative covering and revealing silenced realities in history education in post-independence Burundi | |
| Historical thinking | |||
| 32/2011 | Kaat Wils, Andrea Schampaert, Geraldine Clarebout, Hans Cools, Alexander Albicher and Lieven Verschaffel | Past and Present in Contemporary History Education. An Exploratory Empirical Research on Prospective History Teachers | |
| 33/2012 | Arthur Chapman | Developing an Understanding of Historical Thinking through Online Interaction with Academic Historians: Three Case Studies | |
| 37/2016 | Adele Nye | Historical thinking and objects of nostalgia | |
| 40/2019 | Cynthia Wallace-Casey | ‘I want to remember’: Student narratives and Canada's History Hall | |
| 40/2019 | Terry Haydn | Changing ideas about the role of historical thinking in school history: A view from England | |
| 40/2019 | Maria Mavormmati | Enhancing historical film literacy: A practical framework and findings from an undergraduate classroom | |
| 40/2019 | Jukka Rantala, Najat Ouakrim-Soivio | Historical thinking skills: Finnish history teachers' contentment with their new curriculum | |
| 40/2019 | Georg Marschnig | Language matters: The hidden curriculum of historical thinking as a challenge in teacher training | |
| 40/2019 | Marjolein Wilke, Fien Depaepe, Karel Van Nieuwenhuyse | Teaching about historical agency: An intervention study examining changes in students' understanding and perception of agency in past and present | |
| 41/2020 | Anitha Oforiwah Adu-Boahen | An evaluation of pre-service teachers' ability to source historical documents | |
| 41/2020 | Lukas Greven | Research-based historical learning – a dynamic concept? Designing a retrospective longitudinal study of the Federal President's History Competition | |
| 41/2020 | Terry Haydn | Telling the truth about migration: A view from England | |
| 42/2021 | Denise Bentrovato | The everyday ellipsis in the edifice: The truncation of a unifying national narrative covering and revealing silenced realities in history education in post-independence Burundi | |
| History didactics | |||
| 32/2011 | Cristòfol-A. Trepat, Pilar Rivero | Didactical Effenciency about Multimedia Instruction in History: Experimental Research in 1° ESO (Compulsory Secondary Education) | |
| 33/2012 | Urte Kocka | Bringing Global History to the Classroom | |
| 33/2012 | Zonghjie Meng | The World War II in History Didactics of Chinese Middle Schools in Our New Century ― Characteristics and Reflections | |
| 34/2013 | Robert Thorp | The concept of historical consciousness in Swedish history didactical research | |
| 34/2013 | Joanna Wojdon | When history education outruns historical research | |
| 37/2016 | Penelope Harnett | ‘The air raid shelter was great.’ Nostalgic experiences or authentic historical learning? Analysing interactive approaches to learning about World War Two with primary aged pupils | |
| 37/2016 | Elisabeth Erdmann, Arja Virta | Introduction: The pain and lightness of nostalgia | |
| 37/2016 | Joanna Wojdon | Nostalgia of Polish political émigrés in America after WWII | |
| 37/2016 | Urte Kocka | Rethinking the local and the national in a global perspective | |
| 38/2017 | Blažena Gracová, Denisa Labischová | Undergraduate training of history teachers at Czech universities and prospects for future developments | |
| 39/2018 | Denisa Labischová | The influence of the didactic structuring of learning tasks on the quality of perception, analysis and interpretation of a historical cartoon | |
| 40/2019 | Christian Heuer | ‘Does the teacher matter?’: Questions about the unknown perspectives from German-language history didactics | |
| 42/2021 | Ágnes Fischer-Dárdai and József Kaposi | Changing history teaching in Hungary (1990–2010): Trends, mosaics, patterns | |
| ICT, media | |||
| 34/2013 | Terry Haydn | History magazines in the UK | |
| 36/2015 | Susanne Popp, Jutta Schumann, Miriam Hannig | ‘Histotainment’ by popular history magazines. The ‘edutaining’ design of history and its challenges for media critical history education | |
| 36/2015 | Urte Kocka | Edutainment in global history | |
| 36/2015 | Barbara Wagner | The seriousness and fun, when edutainment is associated with history teaching | |
| 39/2018 | Denisa Labischová | The influence of the didactic structuring of learning tasks on the quality of perception, analysis and interpretation of a historical cartoon | |
| 32/2011 | Joanna Wojdon | Analysing and Evaluating Information Technology (IT) Resources for History Textbooks | |
| 36/2015 | Piotr Podemski | Teaching middle school history through grand strategy video games: The case of Europa Universalis | |
| 40/2019 | Csaba Jancsák, Eszter Szonyi and Ágnes Képiró | The impact of video testimonies in Holocaust education in Hungary | |
| Identity, memory culture | |||
| 32/2011 | Jutta Schumann, Susanne Popp | Reflections and Suggestions for the ‘Europeanization’ of National and Regional History Museums | |
| 33/2012 | Andreas Wagner | Liviu Rebreanu's Novel ‘The Forest of the Hanged’ and its Reception in Romanian History Schoolbooks | |
| 34/2013 | Helen Ting | History teaching and education for patriotic citizenship in Malaysia | |
| 35/2014 | David Lefrançois, Marc-André Éthier, Stéphanie Demers | A theoretical framework for analysing discourse regarding postcolonial national identity in the context of history teaching in Quebec | |
| 35/2014 | Harry Haue | Greenland – history teaching in a former Danish colony | |
| 37/2016 | Joanna Wojdon | Nostalgia of Polish political émigrés in America after WWII | |
| 37/2016 | Angela Bartie, Linda Fleming, Mark Freeman, Tom Hulme, Paul Readman, Charlotte Tupman | The redress of the past: historical pageants in twentieth-century England | |
| 38/2017 | Heather Sharp, Robert Parkes, Debra Donnelly | Competing discourses of national identity: History teacher education students' perspectives of the Kokoda and Gallipoli campaigns | |
| 38/2017 | Monika Vinterek, Debra Donnelly, Robert Thorp | Tell us about your nation's past: Swedish and Australian pre-service history teachers' conceptualisation of their national history | |
| 39/2018 | Mare Oja, Grete Rohi, Merike Värs | History teaching at post-elementary school in Estonia – successes and challenges | |
| 40/2019 | Danuta Konieczka-Sliwinska | Concepts for teaching about regions in Polish schools at the beginning of the 21st century in the light of curricula | |
| 40/2019 | Floor van Alphen, Karel Van Nieuwenhuyse | Conceptualizing ‘identity’ in history education research | |
| 41/2020 | Maserole Christina Kgari-Masondo | In pursuit of a decolonised history teacher: Agency and boldness in fostering change | |
| 41/2020 | Alexander Khodnev | Migrants in Russia through the educational viewpoint: Integrational, cultural and didactic problems | |
| 41/2020 | Angelos Palikidis, Pinelopi Tsatsouli | Migration museums and history education in Greece | |
| 42/2021 | Denise Bentrovato | The everyday ellipsis in the edifice: The truncation of a unifying national narrative covering and revealing silenced realities in history education in post-independence Burundi | |
| 36/2015 | Markus Furrer | The modern contemporary witness and his double role as a ‘histotainment’-figure and an object of oral history – a dilemma for history teaching? | |
| Methodology | |||
| 33/2012 | Sebastian Barsch | ‘Bring the Noise’ – The Issue of Sound in History Education | |
| 33/2012 | Karel Van Nieuwenhuyse | ‘Remembrance Education’ and the Historization of Holocaust Memories in History Education | |
| 33/2012 | Manfred Seidenfuß, Markus Daumüller | The Teacher: A Decisive Variable for Innovations in Teaching History | |
| 34/2013 | Urte Kocka | Is globalizing history topics in the classroom a way of dealing with increasing global diversity? | |
| 36/2015 | Angelos Palikidis | ‘Discovering’ 150 years of history in a portmanteau. An educational history programme at the Ethnological Museum of Thrace | |
| 36/2015 | Susanne Popp, Jutta Schumann, Miriam Hannig | ‘Histotainment’ by popular history magazines. The ‘edutaining’ design of history and its challenges for media critical history education | |
| 36/2015 | Markus Furrer | The modern contemporary witness and his double role as a ‘histotainment’-figure and an object of oral history – a dilemma for history teaching? | |
| 37/2016 | Penelope Harnett | ‘The air raid shelter was great.’ Nostalgic experiences or authentic historical learning? Analysing interactive approaches to learning about World War Two with primary aged pupils | |
| 37/2016 | Mare Oja | Local, national and global level in history teaching in Estonia | |
| 37/2016 | Joanna Wojdon | Nostalgia of Polish political émigrés in America after WWII | |
| 38/2017 | Dennis Röder | A forgotten global history of WWI: Prisoners of war and the role of the International Committee of the Red Cross. Ideas for the history classroom | |
| 40/2019 | Csaba Jancsák, Eszter Szonyi and Ágnes Képiró | The impact of video testimonies in Holocaust education in Hungary | |
| 41/2020 | József Kaposi | Issues concerning education for democracy in contemporary Hungary | |
| Museum pedagogy | |||
| 32/2011 | Jutta Schumann, Susanne Popp | Reflections and Suggestions for the ‘Europeanization’ of National and Regional History Museums | |
| 35/2014 | Jutta Schumann, Susanne Popp | Developing trans-regional perspectives in museums | |
| 36/2015 | Angelos Palikidis | ‘Discovering’ 150 years of history in a portmanteau. An educational history programme at the Ethnological Museum of Thrace | |
| 36/2015 | Agnes Fischer-Dàrdai, Krisztina Dezso | Edutainment in the museum. A place where you can experience the history of the University of Pécs in an interactive environment | |
| 39/2018 | Joanna Wojdon | Museum lessons and the teacher's role | |
| 40/2019 | Cynthia Wallace-Casey | ‘I want to remember’: Student narratives and Canada's History Hall | |
| 41/2020 | Angelos Palikidis, Pinelopi Tsatsouli | Migration museums and history education in Greece | |
| 42/2021 | Andrea Brait | Embedding museum visits in school history education | |
| 42/2021 | David Mbuthia | From decolonization towards inclusivity: The evolution of presentation of Kenya's history in the Nairobi National Museum | |
| Other | |||
| 33/2012 | Andreas Wagner | Liviu Rebreanu's Novel ‘The Forest of the Hanged’ and its Reception in Romanian History Schoolbooks | |
| 34/2013 | Jutta Schumann | The Illustration of the Topic ‘Islam’ in German popular history magazines | |
| 35/2014 | Mare Oja | Changing our approach toward the past. How do history teachers assess the changes in history education within general education in Estonia from the mid-1980s until today? | |
| 35/2014 | Barnabas Vajda | Czechoslovakia, decolonization and some ‘materiales de guerra’ | |
| 35/2014 | George Wrangham | India: training for empire and independence | |
| 36/2015 | Konrad Kochel, Maria Stinia | Educational Values of Traditional Board Games | |
| 36/2015 | Arja Virta | Seeing the past in pictures: children's historical picture books as an introduction to history | |
| 37/2016 | Wolfgang Hasberg | Fascination for dark: medieval history between edutainment and Vergangenheitsbewirtschaftung | |
| 37/2016 | Patrizia Audenino | Public compensation and private permanent loss: The memory of twentieth century European refugees | |
| 38/2017 | Mario Resch, Manfred Seidenfuß | A taxonomic analysis of learning tasks in history lessons: Theoretical foundations and empirical testing | |
| 39/2018 | Elias Stouraitis | Deconstructing the historical culture of Massively Multiplayer Online Games: A participatory interactive past | |
| 39/2018 | Wolfgang Hasberg | Epoch – a useful parameter for measuring time? An urgent inquiry | |
| 39/2018 | Barbara Silva | History, narrative and the public: Towards a social dimension of history as a discipline | |
| 39/2018 | Karel van Nieuwenhuyse | The ‘Great History Quiz’: Measuring public historical knowledge and thinking in Flanders | |
| 39/2018 | Karel van Nieuwenhuyse, Bernd Stienaers | The national past according to Flemish secondary school history teachers: Representations of Belgian history in the context of a nation state in decline | |
| Teacher training | |||
| 32/2011 | Marko Demantowsky | Transnational History in Teacher Education | |
| 35/2014 | Anu Raudsepp | Changes in initial training of history teachers at the university of Tartu in the post-Soviet period | |
| 36/2015 | Elisabeth Erdmann, Wolfgang Hasberg | Proceedings in history teacher education? Results of a global study of the impacts of the Bologna Reform | |
| 38/2017 | Mare Oja | Development of the history teacher curriculum in Tallinn university: trends and challenges | |
| 38/2017 | Monika Vinterek, Debra Donnelly, Robert Thorp | Tell us about your nation's past: Swedish and Australian pre-service history teachers' conceptualisation of their national history | |
| 38/2017 | Blažena Gracová, Denisa Labischová | Undergraduate training of history teachers at Czech universities and prospects for future developments | |
| 38/2017 | Angelos Palikidis, Giorgos Kokkinos, Andreas Andreou, Petros Trantas | War and violence in history teaching: An empirical analysis of future teachers' perspectives in Greece | |
| 40/2019 | Laura Trivińo-Cabrera | Utopia, historical thought and multimodality for the media empowerment of pre-service trainee history teachers | |
| 41/2020 | Anitha Oforiwah Adu-Boahen | An evaluation of pre-service teachers' ability to source historical documents | |
| 42/2021 | Ágnes Fischer-Dárdai and József Kaposi | Changing history teaching in Hungary (1990–2010): Trends, mosaics, patterns | |
| Textbook analysis | |||
| 32/2011 | Barnabas Vajda | Analysis of some Slovakian History Textbooks | |
| 32/2011 | Joanna Wojdon | Analysing and Evaluating Information Technology (IT) Resources for History Textbooks | |
| 32/2011 | Panayotis Kimourtzis, Giorgos Kokkinos, Panayotis Gatsotis | Educational Policy for Minorities – New History Textbooks in Greece: Exclusion and Supression of Otherness | |
| 32/2011 | Marie-Christine Baquès | Historical Narratives in French School Textbooks, and the Writers' Responsibility for the Pupils | |
| 32/2011 | Robert Maier | History Textbooks and the Acoustic Dimension. A New Field for Textbook Analysis? | |
| 32/2011 | Anders Holmgren, Daniel Lindmark | Methods in Swedish History Textbooks Research | |
| 32/2011 | Brigitte Morand | Questions on the Comparative Method of European and U.S. Textbooks: The Example of the Cold War and the Berlin Blockade | |
| 32/2011 | Agnes Fischer-Dardai, László Kojanitz | Textbooks Analysis Methods for the Longitudinal Study of Textbook Contents (Research Conclusions) | |
| 32/2011 | Terry Haydn | The Changing Form and Use of Textbooks in the History Classroom in the 21st Century: A View from the UK | |
| 32/2011 | Grzegorz Chomicki | The Picture of the ‘Saxonic Period’ in History Textbooks. The Reception of Achievements in Historiography | |
| 32/2011 | Jonathan Even-Zohar | World History in Dutch Textbooks: Measuring Words, Reconstructing Textbooks and the Future of Historical Visualization | |
| 33/2012 | Wolfgang Hasberg | Closed or Broken Narrations? Work-orders as Elements of Historical Narrations in History Textbooks | |
| 33/2012 | Daniel V. Moser-Léchot | From Different Theories of History to Textbook Presentations: Themes of Iimperialism | |
| 33/2012 | Chunmei Gu | World History in the College Entrance Examination in Shanghai | |
| 34/2013 | Aleksey Bushuev | Contemporary history for the modern generation: the specificity of schoolchildren's historical consciousness formation in post-soviet Russia | |
| 34/2013 | Elisabeth Erdmann | Crusades and peaceful co-existence in the Near East? And what do current history textbooks tell? | |
| 34/2013 | Helen Ting | History teaching and education for patriotic citizenship in Malaysia | |
| 34/2013 | Katja Gorbahn | Supporting eurocentrism or exploring diversity? Problems and potentials of the presentation of ancient Greece in history textbooks | |
| 34/2013 | Mare Oja | The image of the other in the history of Estonia on the basis of contemporary textbook analysis | |
| 34/2013 | Anu Raudsepp, Karin Hiiemaa | The image of the other: The example of the Russians and Germans on the basis of an analysis of Estonian history textbooks | |
| 35/2014 | George Kokkinos, Panayotis Kimourtzis, Elli Lemonidou, Aggelos Palikidis, Panayotis Gatsotis, John Papageorgiou | Colonialism and decolonization in Greek school history textbooks for secondary and primary education | |
| 35/2014 | Barbara Techmańska | Decolonisation issues in contemporary history textbooks for secondary schools in Poland | |
| 35/2014 | Katja Gorbahn | From Carl Peters to the Maji Maji War – colonialism in current Tanzanian and German textbooks | |
| 35/2014 | Karel Van Nieuwenhuyse | From triumphalism to amnesia. Belgian-Congolese (post)colonial history in Belgian secondary history education curricula and textbooks (1945–1989) | |
| 35/2014 | Jan Löfström | Lost encounters: a post-colonial view of the history course ‘meeting of cultures’, in the upper secondary school in Finland | |
| 35/2014 | Marat Gibatdinov | Post-Soviet or post-colonial history in contemporary Russian history textbooks? | |
| 35/2014 | Michael Wobring | The visual depiction of Islam in European history textbooks (1970–2010) | |
| 36/2015 | Karel van Nieuwenhuyse | Increasing criticism and perspectivism: Belgian-Congolese (post)colonial history in Belgian secondary history education curricula and textbooks (1990-present) | |
| 37/2016 | Anu Raudsepp, Karin Veski | Colonialism and decolonisation in Estonian history textbooks | |
| 37/2016 | Barnabas Vajda | On the global – national – regional – local layers of Slovak secondary school history textbooks | |
| 39/2018 | Stanisław Roszak | Between dominance and democracy in the selection and content of textbooks in Poland | |
| 39/2018 | Anu Raudsepp and Tõnu Tannberg | The impact of World War I on the rise of national states: challenges of history textbook writing | |
| 39/2018 | Denisa Labischová | The influence of the didactic structuring of learning tasks on the quality of perception, analysis and interpretation of a historical cartoon | |
| 41/2020 | Alexander Khodnev | Migrants in Russia through the educational viewpoint: Integrational, cultural and didactic problems | |
| 41/2020 | Markus Furrer | Migration: A difficult topic in history lessons? | |
| 41/2020 | Joanna Wojdon, Malgorzata Skotnicka-Palka | The Polish diaspora in history textbooks in Poland | |
| 42/2021 | Denisa Labischová | Different ways of presenting historical events in history textbooks from the Czech Republic and other countries: The 1938 Munich crisis | |
| 42/2021 | Barnabas Vajda | Teaching the Cold War in the post-Cold War era | |
List of Yearbooks:
Analysing Textbooks: Methodological Issues. International Journal of Research on History Didactics, History Education, And History Culture. Yearbook of the International Society for History Didactics. Wochenschau Verlag, Frankfurt, 2011. https://jhec.wochenschau-verlag.de/wp-content/uploads/sites/23/2021/05/issue_2011.pdf
From Historical Research to School History: Problems, Relations, Challenges. International Journal of Research on History Didactics, History Education, And History Culture. Yearbook of the International Society for History Didactics. Wochenschau Verlag, Frankfurt, 2012. https://jhec.wochenschau-verlag.de/wp-content/uploads/sites/23/2021/05/issue_2012.pdf
Cultural and religious Diversity and its Implications for History Education. International Journal of Research on History Didactics, History Education, And History Culture. Yearbook of the International Society for History Didactics. Wochenschau Verlag, Frankfurt, 2013. https://jhec.wochenschau-verlag.de/wp-content/uploads/sites/23/2021/05/issue_2013.pdf
Colonialism, Decolonisation and Post-colonial Historical Perspectives – Challenges for History Didactics and History Teaching in a Globalising World. International Journal of Research on History Didactics, History Education, And History Culture. Yearbook of the International Society for History Didactics. Wochenschau Verlag, Frankfurt, 2014. https://jhec.wochenschau-verlag.de/wp-content/uploads/sites/23/2021/05/issue_2014.pdf
History and Edutainment. International Journal of Research on History Didactics, History Education, And History Culture. Yearbook of the International Society for History Didactics. Wochenschau Verlag, Frankfurt, 2015. https://jhec.wochenschau-verlag.de/wp-content/uploads/sites/23/2021/05/issue_2015.pdf
Nostalgia in Historical Consciousness and Culture/Developing Creative Interactions of Local, National, and Global Topics of History Education. International Journal of Research on History Didactics, History Education, And History Culture. Yearbook of the International Society for History Didactics. Wochenschau Verlag, Frankfurt, 2016. https://jhec.wochenschau-verlag.de/wp-content/uploads/sites/23/2021/05/issue_2016.pdf
History Teacher Education Facing the Challenges of Professional Development in the 21st Century. International Journal of Research on History Didactics, History Education, And History Culture. Yearbook of the International Society for History Didactics. Wochenschau Verlag, Frankfurt, 2017. https://jhec.wochenschau-verlag.de/wp-content/uploads/sites/23/2021/05/issue_2017.pdf
History Didactics and Public History. International Journal of Research on History Didactics, History Education, And History Culture. Yearbook of the International Society for History Didactics. Wochenschau Verlag, Frankfurt, 2018. https://jhec.wochenschau-verlag.de/wp-content/uploads/sites/23/2021/05/issue_2018.pdf
Historical Thinking. International Journal of Research on History Didactics, History Education, And History Culture. Yearbook of the International Society for History Didactics. Wochenschau Verlag, Frankfurt, 2019. https://jhec.wochenschau-verlag.de/wp-content/uploads/sites/23/2021/05/issue_2019.pdf
History Education and Migration. International Journal of Research on History Didactics, History Education, and History Culture. Yearbook of the International Society for History Didactics. Wochenschau Verlag, Frankfurt, 2020. https://jhec.wochenschau-verlag.de/wp-content/uploads/sites/23/2022/02/issue_2020.pdf
History Education: 30 Years after the Cold War, History Education in Africa. International Journal of Research on History Didactics, History Education, and History Culture. Yearbook of the International Society for History Didactics. Wochenschau Verlag, Frankfurt, 2021.
Even though Barnabás Vajda is a Hungarian history researcher, his professional affiliation, J. Selye University, links him to Slovakia.
