Rethinking history education in Latvia: From policy reform to classroom practice
Rethinking history education in Latvia: From policy reform to classroom practice

Summary/Abstract: This article delves into how historical thinking concepts can be introduced in Latvian history classrooms, drawing on insights from three cycles of design-based research (DBR). In response to recent curriculum reforms promoting student-centered and inquiry-based learning, the study examines how the historical thinking framework can support a deeper engagement with history. Across the DBR cycles, teaching materials were developed, tested, and refined in collaboration with educators. Early findings suggest that, while teachers recognize the value of historical thinking, applying these concepts in practice presents challenges. Taking part in professional development courses helped teachers feel more confident and encouraged a gradual shift in their teaching practices. This study adds to the broader discussion about how to connect educational policy with everyday classroom experiences and offers a practical entry point for bringing historical inquiry into diverse teaching contexts.

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