Towards Critical Citizenship:

Sara Dias-Trindade (2025).  Towards Critical Citizenship: The Role Of Historical-Digital Competences In History Education [VIDEO]. Academyon. https://academy-on.com/videos/vjshr-v4i1-1145

In a context marked by digital ubiquity and information overload, this article presents the concept of “historical-digital competences” and their relevance in the development of young people's historical thinking through the mobilisation of digital sources, the construction of well-founded historical narratives, the use of digital technology for self-regulation of learning, and digital critical citizenship.

In a context marked by digital ubiquity and information overload, this article presents the concept of “historical-digital competences” and their relevance in the development of young people's historical thinking through the mobilisation of digital sources, the construction of well-founded historical narratives, the use of digital technology for self-regulation of learning, and digital critical citizenship. Aimed at students and based on the digital competences frameworks of Redecker (2017) and Moreira et al. (2024), this model integrates four structural areas - Digital Resources for History; Historical Learning with Digital Technology; Digital Assessment in History; and History and Critical Digital Citizenship - and aims to develop a transformative historical education capable of responding to the contemporary challenges of historiography, education, and digital citizenship as an epistemological opportunity to strengthen historical thinking and democratic participation among young people. Based on the articulation between historical awareness, historical literacy and historical thinking, it is argued that the critical integration of digital technology into historical education is essential to train citizens capable of interpreting, evaluating and communicating the past in digital environments.

Digital Environments; Historical Thinking; Critical Thinking; History Learning

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Dias-Trindade, S. (2026). “O futuro do passado está nos ecrãs e o seu destino nas nossas mãos”: análise coetânea sobre a integração do digital nos Mestrados em Ensino de História no 3º CEB e no ES, EducaOnline, 20(1), 150-175.

Kelly, T. M. (2013). Teaching history in the digital age. University of Michigan Press. https://doi.org/10.3998/dh.12146032.0001.001.

Moreira, J. A., Dias-Trindade, S., Knuppel, M. A., & Serra, I. (2024). Quadro de Referência das Competências Pedagógico-Digitais de Professores. Pedagogical Digcompedu Reloaded. Whitebooks.

Redecker, C. (2017). European Framework for the Digital Competence of Educators: DigCompEdu. EUR 28775 EN. Publications Office of the European Union. https://doi.org/10.2760/159770.

Rosenzweig, R. (2003). Scarcity or Abundance? Preserving the Past in a Digital Era. American Historical Review, 108(3), 738.

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Wineburg, S. (2001). Historical Thinking & Other Unnatural Acts: Charting the Future of Teaching the Past. Temple University Press.

She has one PhD in History and another in Education Sciences and a post-doctorate in Education and Communication Technologies from the University of Coimbra. She is a teacher at the Faculty of Arts of the University of Porto, where she is Director of the Master in History Teaching, member of the scientific committee of the History PhD and an integrated researcher at CITCEM, belonging to the "Education and Societal Challenges" group. She works as an external expert for the General Inspectorate of Education and Science. In recent years she has been coordinator of several teacher training courses in digital environments, first at the University of Coimbra, where she was a teacher until 2022, and currently at the University of Porto.