Heinrich Ammerer
Digital déjà vus: an investigation into how AI image generators s(t)imulate historical thinking
Welcome to the History Education Research Journal
The official journal of the History Educators International Research Network (HEIRNET), the History Education Research Journal is an international, open-access, peer-reviewed journal that focuses on the global significance and impact of history education. It covers all aspects of history education theory, practice, scholarship, and pure and applied research.
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The History Education Research Journal (HERJ) is for anyone involved in history education research and history educators. As the official journal of HEIRNET, an organisation that brings together colleagues from around the world interested in History’s civilising, cultural, educational, moral, social, political and citizenship role, and supported by the Historical Association, HERJ aims to be the leading forum for dissemination of research related to all aspects of history education.
The journal covers all aspects of history education theory, practice, scholarship, and pure and applied research. Articles address contemporary issues, concerns, policies, and practice; drawing upon the full range of research methodologies relating to history education research. We welcome submissions and provide an inclusive, fully non-commercial, open access publishing process. There is no cost to authors at point of submission or publication, and no cost to readers. Articles are published on this site and also accessed via a number of subject specific indexers, repositories, and search databases to maximise readership. Learn more about our publishing process, how to submit and sign up to our Publishing Alerts to keep abreast of our calls for papers and new article releases.
Start reading now. Search within the History Education Research Journal using the Search Bar at the top of our page, or view articles here.
Latest News Posts
When students give the ‘right’ answer, how do they really understand history?
Posted by Wang Ying on 2026-09-07
In history classrooms, we often judge learning in fairly straightforward ways: What do students remember? Can they reproduce the interpretations presented in their textbooks? Can they give the ‘right’ answer in an exam? But there is another question worth asking: Does giving the right answer necessarily tell us how students actually understand the past? This question was the starting point for [...]
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