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Investigating the Relationship Between Generative Artificial Intelligence and History Education
Although artificial intelligence has been part of our daily lives for decades, the public availability of Generative Artificial Intelligence (GenAI) applications since 2022 has shaken up practices, routines, principles, beliefs, and underlying conceptions both in society in general and in education specifically. Some GenAI applications (e.g., SchoolAI teach and the German platforms To-teach and Fobizz) that target teachers in particular can be used to create individual tasks, information texts, worksheets, lesson plans, and teaching units. Thus, they raise important questions about educators’ understanding of the profession and role of teachers – and of teaching itself.
Although it is unknown how and to what extent GenAI will impact history education around the world, it is clear that history teachers and history teacher professional development need to respond to the opportunities and challenges GenAI presents in classrooms.
This special series aims to investigate what the widespread use of GenAI means for history education. Articles in this series address the relationship between GenAI and history education
Editors
Heike Bormuth, University of Hamburg, Germany
Lindsay Gibson, The University of British Columbia, Canada
Andreas Körber, University of Hamburg, Germany
Jon Nichol, History Education International Research Network, UK
Research article
Why think historically when AI can do it? Understanding the relationship between generative artificial intelligence and history teacher identity
Rachel Moylan
2026-05-06 Volume 23 • Issue 1 • 2026
Also a part of:
Digital déjà vus: an investigation into how AI image generators s(t)imulate historical thinking
Heinrich Ammerer
2026-06-03 Volume 23 • Issue 1 • 2026
Also a part of: