THE MODERN HISTORY LESSON IN A COMPETENCY-BASED LEARNING FRAMEWORK: CHALLENGES AND PROSPECTS FOR IMPLEMENTATION

Abstract

The article examines the theoretical and methodological foundations of the competency-based approach and the specific features of its implementation in school history education. The purpose of the study is to identify the specifics of organizing a modern history lesson within a competency-based learning framework, to analyze the major challenges of its implementation, and to outline prospects for the effective integration of this approach into the educational process of the New Ukrainian School. The research methods include synthesizing approaches to defining the concept, content, and specific features of competency-based learning; analyzing educational legislation regulating the organization and delivery of modern history lessons; as well as pedagogical observation and the development of methodological recommendations. The study key directions for organizing contemporary history lessons, including the use of interactive teaching methods, the development of critical thinking, fostering students’ ability to work with historical sources, and a focus on the practical application of knowledge. Particular attention is given to the teacher’s role as an organizer and facilitator of the learning process. The paper identifies the main challenges faced by teachers, including the need to update methodological tools, to balance traditional and innovative teaching approaches, limited instructional time, and the complexity of assessing students’ competency development. It also outlines key problems and proposes effective ways to address them in the context of implementing the competency-based approach. The prospects for implementing this approach are substantiated in terms of improving the quality of history education, developing both key and subject-specific competencies, individualizing learning, and fostering active, responsible individuals capable of self-realization in contemporary society.
It is concluded that the successful implementation of the competency-based approach in history education requires the systematic use of active and interactive teaching methods, project-based learning technologies, formative assessment, and reflection. At the same time, several challenges persist, including inconsistencies in the regulatory framework, the dominance of content-based teaching, limited adaptation of textbooks, and difficulties in cooperation with parents and community stakeholders. Addressing these issues requires improving teaching methodologies, adapting instructional materials, and strengthening collaboration between schools, families, and the wider community.