Active methodologies for teaching historical processes and their relationship with critical thinking

Abstract

Research on active learning methodologies in history reveals discrepancies between the skills it claims to develop and the outcomes assessed, conflating performance, perceptions, and critical thinking. The objective was to analyze active learning methodologies used to teach historical processes and the evidence linking them to critical thinking. An exploratory scoping review of publications from 2020–2025 was conducted, using PRISMA-ScR as a reporting reference. A general web search engine identified 87 records; after removing duplicates and applying eligibility criteria, 18 publications were included. A descriptive and thematic synthesis was conducted. The approaches identified included document-based inquiry, problem-based learning, gamification, and digital activities. Improvements in specific aspects of historical performance and favorable perceptions were reported, although instruments and study designs varied. The evidence did not establish the superiority of any methodology or sustained transfer of critical thinking. The relationship examined depends on the tasks, measures, and designs employed. Direct assessments, comparators, and follow-up are needed. Search and selection limitations restrict the findings to an exploratory mapping of the literature.