METHODOLOGY FOR DESIGNING HISTORY LESSONS BASED ON DIGITAL STORYTELLING TYPES (DOCUMENTARY CHRONICLE, PROBLEM-BASED SITUATIONS, AND PERSONAL PERSPECTIVES)
Main Article Content
Abstract
This article elucidates the methodological foundations of using Digital Storytelling technology in history education. The study analyzes the pedagogical potential of three types of narratives: documentary chronicles, problem-based situations, and personal attitudes. Mechanisms for designing lesson plans based on TPACK and ADDIE models are developed. The results indicate that each type of story serves to develop specific student competencies (historical analysis, decision-making, empathy).
Downloads
Article Details
Section
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain the copyright of their manuscripts, and all Open Access articles are disseminated under the terms of the Creative Commons Attribution License 4.0 (CC-BY), which licenses unrestricted use, distribution, and reproduction in any medium, provided that the original work is appropriately cited. The use of general descriptive names, trade names, trademarks, and so forth in this publication, even if not specifically identified, does not imply that these names are not protected by the relevant laws and regulations.
How to Cite
References
1.Rustamova, N. R. (2022). Media Mentality in the System of Continuous Education. Education and Innovative Research, (12), 130.
2.Robin, B. R. (2016). The power of digital storytelling to support teaching and learning. Digital Education Review, (30), 17–29.
3.Lisenbee, P. S., & Ford, C. M. (2018). Engaging Students in Traditional and Digital Storytelling. Early Childhood Education Journal, 46, 129–139.
4.Pedagogical Skills Center. (2023). Modern Trends in the Development of the Education System: Advanced Experiences and Perspectives (Conference Proceedings). Sirdaryo PMM.
https://sirdaryopmm.uz/wp-content/uploads/2024/12/2023-konferensiya-toplam-11-noyabr.pdf
5.Jsser Journal. (2024). Developing Living History Model Assisted by Digital History Textbooks in History Learning to Improve Students' Historical Empathy. Journal of Social Studies Education Research. https://www.jsser.org/index.php/jsser/article/download/6446/739
6.IDN Syllabi. (2025). Twining History: Writing the Asian Past through Interactive Narrative. https://idnsyllabi.com/twining-history-writing-the-asian-past-through-interactive-narrative/
7.American English. (2024). Presenting Ideas through Digital Storytelling in the English Language Classroom. U.S. Department of State. https://americanenglish.state.gov/files/ae/resource_files/presenting_ideas_through_digital_storytelling_in_the_english_language_classroom_-_presentation_slides.pdf
8.International Journal of Multidisciplinary Research. (2025). Digital Didactics in Modern Education. All Research Journal, 11(7). https://www.allresearchjournal.com/archives/2025/vol11issue7/PartC/11-7-10-603.pdf
9.Darmawan, W., et al. (2025). Living History Model with TPACK Approach. Journal of Social Studies Education Research.
10.Uzbek National Institute of Musical Arts. (2025). Issues of Teaching Bakhshi Art and the Transformation of Bakhshi Art in the Era of the Third Renaissance (International Scientific-Practical Conference). https://uzmmsi.uz/wp-content/uploads/2025/10/Uchinchi_Renessans_davrida_baxshi_san%CA%BCatini_o%CA%BBqitish_masalalari.pdf