Social Media in History Education: Conceptual Foundations and Analytical Frameworks for Teaching and Research

Abstract: This essay examines how historical content is presented on social media, drawing on theoretical frameworks and the normative goals of history education. Drawing on current research and clarifying key concepts, it reflects on how digital platforms shape the ways historical knowledge is communicated and perceived. Employing a method of literature-based pedagogical reflection, the study develops a conceptual framework that integrates platform literacy, media literacy, historical literacy, and civic responsibility. This framework offers both theoretical insights and practical guidance for analyzing social media content and designing digitally based history learning strategies, situating them within broader debates on the role of history education in the digital age.