ICT in History Education as a Strategy for Active Learning and Critical Thinking

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Published: 2026-05-02
Updated: 2026-05-02
Versions:
2026-05-02 (2)
Keywords:
ICT, History teaching, Active learning, Critical thinking, Pedagogical innovation

Main Article Content

Tania Peña
Universidad del Zulia
https://orcid.org/0000-0001-7484-858X

Abstract

Introduction: history teaching has traditionally been marked by memorization-based practices that limit critical understanding of social processes and reduce students’ active participation. Objective: to analyze ICT in history teaching as a strategy for active learning and critical thinking in secondary education students. Method: a documentary research with a descriptive approach was conducted, based on the review and systematization of theoretical references on pedagogical innovation, history teaching, and educational use of digital technologies. Results: findings showed that the integration of technological resources strengthens motivation, interaction, and meaningful construction of historical knowledge. Conclusion: ICT constitutes a relevant pedagogical tool to transform history teaching and promote more reflective, participatory, and contextualized educational processes.


 

Article Details

Issue

Vol. 1 No. 2 (2025)

Section

Papers
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Open Access

How to Cite

Peña, T. (2026). ICT in History Education as a Strategy for Active Learning and Critical Thinking. Pensamiento Numinal, 1(2), 9-13. https://pensamientonuminal.eu/index.php/numinal/article/view/25 (Original work published 2025)

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