2025/10/30 by Jamie Wood · 1 voice
Social Sciences · Arts and Humanities · Health Professions · #Educator Training and Historical Pedagogy #Philosophy, History, and Historiography #Digital Storytelling and Education
paper · pdf · doi:10.1111/1468-229x.70065
openalex publication_date 2025/10/30 · openalex created_date 2025/10/31 · openalex updated_date 2026/07/02
Abstract This article posits that creativity should be recognized as an intrinsic element of history in higher education. It argues that creativity can be effectively fostered by engaging students in active learning in online spaces, highlighting the role of digital platforms as spaces for students to exercise choice, to produce work and to share their learning with others. Case studies from the history programme at the University of Lincoln demonstrate how this can be achieved on both macro and micro levels, through project‐based learning as well as active engagement in reading through questioning. Activities of this kind foster skills such as independent research, collaboration and innovative presentation of history, engaging students in the production of historical knowledge, for themselves and for others. The article concludes that incorporating creative, digital‐based tasks within history education not only aligns with core historical skills but also enriches students’ overall learning experience by promoting autonomy, independent thought and intellectual maturity.