THE SCHOOL HISTORY CLASSROOM AS A SUBJECT OF HISTORICAL AND PEDAGOGICAL ANALYSIS

Abstract

The digital transformation of education brings to the fore the problem of designing a learning environment, stimulating a turn to the historical experience of its organization. The aim of the article is to reconstruct the evolution of ideas about the school history classroom and to identify the stages of its formation as a subject of historical and pedagogical analysis based on materials from the journal Teaching History at School (1934–1976). This study offers a comprehensive analysis of shifting perspectives on the educational classroom to identify both continuity and innovation in approaches to conceptualizing the learning space and to apply this historical insight to contemporary discussions on educational design. During the period under study, the history classroom evolved from a utilitarian “storage space for visual aids” into a “laboratory for historical inquiry,” a transformation that reflected a fundamental shift in the didactic foundations of the pedagogical process. The identified periodization (accumulative, technical, and systemic stages), the structural components of the classroom (material base and methodological fund), and the student activities conducted within it collectively establish the history classroom not as a supplementary element, but as a legitimate subject of historical-pedagogical inquiry that retains significant heuristic value for modern scholarship.