The Challenge the Practice Contributes to Solve
As a History teacher working with students aged 15–18, I faced the challenge of overcoming the passive perception of history as a collection of facts to be memorised. Traditional approaches often focus on what happened, but give less attention to how historical information should be critically analysed and why it remains relevant today.
My practice aims to address this gap by transforming history education into an active, research-based and technologically enriched learning process. Students are encouraged not simply to acquire historical knowledge, but to question sources, compare perspectives and develop the critical analysis skills needed to understand complex historical and contemporary issues.
The Reason Why the Practice is Innovative
The practice is innovative because it combines Inquiry-Based Learning with the use of Artificial Intelligence (AI) tools. AI is integrated in two principal ways:
- Source Cataloging and Analysis: AI-powered data visualisation tools allow students to process large volumes of historical documents, identify patterns such as sentiment or word frequency, and detect conflicting information across different sources.
- Personalised Learning: AI supports the creation of adaptive learning paths tailored to individual students’ needs and pace, providing targeted resources and opportunities for improvement.
This creates a transdisciplinary learning approach that brings together History, Data Science and Digital Literacy. At the same time, students develop key competences including information management, ethical thinking, critical use of AI and collaboration.
The Role of the Teacher/Trainer and the Type of Learning Activities
The teacher's role is transformed into that of an AI-Era Mentor. Rather than simply delivering historical content, I demonstrate how AI can be used as a historian's assistant while making its limitations clear and emphasising the non-negotiable importance of source verification. I organise structured debates, facilitate the critical analysis of complex historical controversies and encourage students to develop empathy by considering different historical perspectives.
The main learning activities include:
- AI-Driven Big Data Analysis Workshops: Students use AI tools to compare and contrast different perspectives on historical events across multiple sources.
- Historical Dialogue Simulation: Generative AI is used to create simulated conversations with historical figures, which students must critically evaluate, question and challenge rather than accept as factual.
- “Deepfake” Analysis: Students learn to recognise digital manipulation, including AI-generated media, thereby strengthening their media literacy and ability to identify misinformation.
The Impact of the Practice and the Potential of Replication
The impact of the practice has been highly positive. Students demonstrate a strong ability to use AI tools for academic purposes, while their critical reasoning and ethical awareness in relation to historical sources have also increased. In particular, they develop a stronger understanding of the risks of misinformation and the need to critically evaluate AI-generated information.
The model has significant replication potential in other subjects involving data analysis, including Sociology, Literature and Economics. Beyond basic digital infrastructure, its main requirement is that teachers are willing and able to learn and experiment with new AI tools, ensuring that technology remains a means to support learning rather than a replacement for critical human thought and judgement.
Innovator: Hasmik Khloyan - Vardenis "Badeyan" State College
