DEVELOPING HISTORICAL THINKING THROUGH THE INTEGRATION OF MUSEUM PEDAGOGY AND INFORMATION TECHNOLOGIES

This article explores a methodological approach to developing historical thinking among secondary school students through the integration of museum pedagogy and information-communication technologies (ICT). The study analyzes didactic opportunities of virtual museums and virtual excursions and proposes a local-modular pedagogical technology grounded in museum-based digital learning. The methodology is implemented in three stages: motivational-preparatory, practical-inquiry, and reflective-assessment. The results indicate that integrating museum pedagogy with digital tools enhances students’ abilities to analyze historical processes, identify cause–effect relationships, critically interpret historical sources, and develop value-oriented attitudes toward historical heritage. The findings support the pedagogical effectiveness of virtual museum-based instruction for strengthening visual-analytical, logical, and axiological dimensions of historical thinking.