Mapping the research: A decade of research of history teaching and learning in Spain (2015-2025)

Abstract

This paper presents a review of research on history teaching and learning in Spanish schools between 2015 and 2025. It focuses on studies involving real classroom participants, teachers and students from both primary and secondary education. Using the PRISMA method, 25 research articles were analysed from major academic databases. The goal was to understand how history is taught, what students learn, and how teachers approach the subject. The findings show that while many teachers support active and inclusive teaching methods, traditional approaches—such as memorization and textbook-based lessons—are still common. Students often repeat stereotypes and have limited views of historical events and figures, especially regarding gender and cultural diversity. Women and minority groups are often underrepresented in classroom narratives. Some studies highlight the benefits of innovative methods, such as using local history, archaeology, theatre, and digital tools like virtual reality. These approaches help students engage more deeply with history and improve their critical thinking and motivation. However, these methods are not widely used, and their impact varies depending on the context. The research also shows that students struggle to connect historical causes and consequences and often rely on simplified narratives. Teachers face challenges in changing these patterns due to curriculum constraints and lack of resources. Overall, the study calls for a more critical, inclusive, and engaging approach to history education in Spain. It also suggests that future research should focus on long-term studies and stronger theoretical frameworks to better support teachers and improve student learning.