Retrospektive, letnik IX, številka 1

Teaching History in Contemporary Balkans

Angelos Palikidis

DOI 10.64651/retrospektive.2026.9.1.4 📋

Prejeto: 15. oktobra 2025 | Sprejeto: 23. aprila 2026 | Objavljeno: 15. junija 2026

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Povzetek članka

Prispevek ponuja pregled najnovejše raziskave o poučevanju zgodovine v Evropi (2021–2023), s poudarkom na državah jugovzhodne Evrope (Albanija, Ciper, Grčija, Severna Makedonija, Srbija, Slovenija, Turčija). Prikazuje, kako se učni načrti in učbeniki razvijajo znotraj različnih upravnih struktur. Rezultati kažejo, da nacionalna zgodovina ostaja pomembna, hkrati pa se vse bolj poudarjata evropska in svetovna zgodovina. Učitelji se soočajo z izzivi, kot so toga učna načrtovanja, preobsežne vsebine in omejeno usposabljanje za sodobne pristope. Še vedno obstaja vrzel med akademsko in šolsko zgodovino, zlasti na novih področjih zgodovinopisja, kot so študije spola, kulturne in okoljske študije, spomin ter migracije. Kljub hitri digitalizaciji formalno izobraževanje težko vključuje te novosti, kar vpliva na razvoj zgodovinskega mišljenja pri učencih in dijakih.


Viri in literatura

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Kontakti avtorjev

Kornelija Ajlec, dr.
University of Ljubljana, Faculty of Arts, Department of History

Kenan Çayır, dr.
İstanbul Bilgi University, Department of Sociology

Zvezdana Kovač
European Fund for the Balkans

Kriton Kuci, dr.
Department of Political Science and International Relations Faculty of Law and Humanities, Mediterranean University of Albania

Angelos Palikidis
Professor of History Didactics
Department of Humanities, School of Humanities, Democritus University of Thrace

Srđan Radović, dr.
Institute of Ethnography of the Serbian Academy of Sciences and Arts

Božo Repe, dr.
University of Ljubljana, Faculty of Arts, Department of History

Vassiliki Sakka, dr.
Association for History Education in Greece


Abstract (Izvleček članka v angleščini)

This paper offers an overview of the latest survey on history teaching in Europe (2021-3), focusing on Southeast European countries (Albania, Cyprus, Greece, North Macedonia, Serbia, Slovenia, Türkiye). It demonstrates how curricula and textbooks are developed within different administrative structures. Results show that while national history remains prominent, there is a growing emphasis on European and world history. Teachers face challenges such as rigid curricula, overloaded content, and limited training in modern perspectives. A gap persists between academic and school history, especially in emerging fields in historiography, like gender, cultural, environmental studies, memory, and migration. Despite rapid digitalization, formal education struggles to integrate these developments, affecting students’ historical thinking.

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