Publication Details
Issue: Vol 2, No 7 (2025)
ISSN: 2997-3902
Abstract
The article examines the theoretical and methodological foundations of the comparative approach in historical education and its potential in shaping the intercultural competence of high school students. The urgency of the transition from an ethnocentric model of teaching history to a polycentric one based on the principles of dialogue between cultures, respect for the other, and an analytical understanding of historical processes is emphasized.
Keywords
historical education
comparative approach
intercultural competence
tolerance
cultural diversity
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