Developing Critical Historical Thinking Skills Among Undergraduates in the Era of Education Reform 2026–2035

This study examines the development of critical historical thinking skills among undergraduates within the context of contemporary education reform (2026–2035). Amid increasing emphasis on competency-based curricula, digital literacy, and evidence-based reasoning, higher education institutions are challenged to cultivate students’ abilities to analyze sources, evaluate historical claims, and construct evidence-grounded interpretations. Adopting a qualitative approach, the study synthesizes credible scholarly literature and explores instructional practices that promote inquiry, source evaluation, and reflective judgment in history education. Findings highlight the importance of structured document-based learning, dialogic pedagogy, and scaffolded epistemic reflection in strengthening students’ analytical competencies. The study contributes to ongoing reform discourse by proposing pedagogical frameworks that align historical thinking development with broader educational transformation goals, preparing undergraduates to engage critically with complex historical narratives in a rapidly evolving global context.