COMPARATIVE ANALYSIS OF DIGITAL LEARNING PLATFORMS IN TEACHING HISTORY
Keywords:
History teaching, digital learning platforms, comparative analysisAbstract
This article presents a comparative analysis of digital learning platforms used in the teaching of history, evaluating their pedagogical potential, usability, and effectiveness in enhancing historical thinking skills. With the growing shift toward technology-mediated education, platforms such as Google Classroom, Moodle, Edmodo, Microsoft Teams, and specialized history-focused applications have become integral components of modern classrooms. The study also addresses challenges, including digital inequality, the risk of historical oversimplification, and the need for teachers’ professional development in digital pedagogy. Using a mixed-methods approach that combines literature review, expert interviews, and user experience analysis, the article provides recommendations for selecting and adapting digital platforms to national educational contexts, with a particular focus on Uzbekistan’s education system. Ultimately, the paper seeks to guide policymakers, educators, and curriculum developers toward evidence-based decisions that ensure technology enhances rather than replaces the core principles of history education.
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