The scientific substantiation of the formation and development of the national historical education during the XX–XXI centuries is made in the dissertation on the basis of a wide range of sources (both published and archival)
The key (development, historical education, educational institutions, historical competence) and relevant to the subject field of study concepts (national consciousness, mentality, historical memory) are considered. The formation and development of the historical education system in Ukraine in historical retrospect is characterized, in particular, two periods are defined and characterized: the first period (1985–1992) – modernization, it is characterized by an attempt to structural transformation of the Soviet system of historical education; the second period (1992–1996) – transformational, it is characterized by radical changes in the historical education of Ukraine, that is connected with the acquisition of state independence and the desire to reproduce its own historical progress in education. The following stages are distinguished in the period in accordance with scientific and practical searches: 1) 1992–1996 – empirical (search for rational options for filling historical education with national content); 2) 1996–2010 – theoretical and conceptual (the World History program is separated from the Ukrainian History program; the development of conceptual approaches to teaching History, institutionalization of the linear structure of historical education, involvement of teachers in international cooperation in the field of historical education); 3) 2010–2017 – standardization (certain stability of teaching hours in history programs; development of standard of historical education, correction of programs; interpretation of the history of Ukraine as part of the world cultural, economic and political space, adherence to the principles of democracy and understanding of their value in the modern world).
The expediency of using a multi-perspective approach to the teaching of History is substantiated, which guides students to a positive vision of the global multicultural world, the need for a balanced presentation of factual material is emphasized. It is highlighted that extrapolation of European countries’ experience in the field of historical education to the national area requires complementarity in processing the fund of historical facts and events, actualization of the values of autonomy of national history.
The influence of socio-political and socio-cultural factors on the development of historical education in the conditions of entering the European educational space are defined and characterized. The trends and prospects of further development of historical education in Ukraine are revealed, among them: Europeanization of historical education, introduction of multiperspectivity in teaching history based on critical thinking, multiculturalism in teaching of historical disciplines, tolerance to differences in interpretation of historical events, substantial and qualitative changes in education in the context of the NUS reform (The New Ukrainian School).
Keywords: development, education, historical education, history of Ukraine, formation, national consciousness, independence, trends.
