The History Education Research Journal (HERJ) is an international, open-access, peer-reviewed journal that focuses on the global significance and impact of history education. It covers all aspects of history education theory, scholarship, and pure and applied research. Articles illuminate contemporary issues, concerns, policies and practice, drawing upon the eclectic research methodologies of history education research. The journal is published in partnership with The Historical Association and the History Educators International Research Network (HEIRNET). It is published twice a year, in April and October. There are no article processing charges.


Vol. 17, no. 1

The arrival of the ‘post-truth era’ (Flood, 2016) ‘in which objective facts are less influential than appeals to emotion’, (Oxford English Dictionary) is a challenge for democracy and judgmental rationality in our societies and polities. Many of the articles in this edition talk to these issues – reflecting on history and digital literacy, bias in history education, critical readings of film and film’s impacts on historical consciousness, evaluating explanatory arguments and a range of other issues – and thus, collectively, help us reflect on ways in which history education might help us rise to these challenges.


Arthur CHAPMAN & Terry HAYDN – Editorial: History education in changing and challenging times. DOI:

Maren TRIBUKAIT – Digital learning in European history education: Political visions, the logics of schools and teaching practices. DOI:

Catriona PENNELL & Mark SHEEHAN – But what do they really think? Methodological challenges of investigating young people’s perspectives of war remembrance.

Heidi Eskelund KNUDSEN – History teaching as a designed meaning-making process: Teacher facilitation of student–subject relationships. DOI:

Joakim WENDELL – Qualifying counterfactuals: Students’ use of counterfactuals for evaluating historical explanations. DOI:

Sebastian BARSCH – Does experience with digital storytelling help students to critically evaluate educational videos about history. DOI:

Eleni APOSTOLIDOU & Gloria SOLÉ – National–European identity and notions of citizenship: A comparative study between Portuguese and Greek university student teachers.

Yosanne VELLA – Teaching bias in history lessons: An example using Maltese history. DOI:

Debra DONNELLY – Using films in the development of historical consciousness: Research, theory and teacher practice. DOI:

Previous issues

Volume 16

Aims and scope

The History Education Research Journal (HERJ) is an international, open-access, peer-reviewed journal that focuses on the global significance and impact of history education. It covers all aspects of history education theory, practice, scholarship, and pure and applied research. Articles address contemporary issues, concerns, policies and practice, drawing upon the full range of research methodologies relating to history education research.

The journal particularly welcomes papers that include attention to the implications for policy and practice that arise from theoretical and empirical work. Themes of interest include (but are not limited to) curriculum, teaching and teachers, academic progression, didactics, historical consciousness, the intersection between education and public history, community history, national and international perspectives, historical literacy, disciplinary history and the history of history education.

The journal aims to be the leading forum for dissemination of research related to all aspects of history education. It will be of primary interest to anyone involved in history education research and will offer many insights to history educators.

Please note that while the journal accepts historical research on history education, it does not accept papers that are solely focused on the history of education in general or on history itself.


Call for papers

The History Education Research Journal invites submission of articles on all aspects of theory, scholarship and research in history education. We publish general papers alongside those for special features, so please feel free to submit a paper at any time on any subject relevant to the journal.

We especially welcome articles of around 6,000 words that reveal links between research, policy, and practice and which analyse key themes in history education; for full details of topics, please consult the tab ‘About the journal’. We also consider other types of content. For example, this might be a research ‘conversation’ between two or more academics, succinct analysis (2,000-3,000 words) of a current issue in education, or a report about ongoing research. If you have an alternative approach, we are happy to consider it. Please submit articles to HERJ’s editor-in-chief, Arthur Chapman, at

We aim to include reviews of publications and reports on history education in every issue. Please send your reviews to the submissions editors.




General papers

The editors welcome research articles of 6,0007,000 words on all aspects of history education that fall into the journal’s scope. You may submit draft articles or exploratory abstracts of 300-500 words. Please consult the ‘aims and scope’ section of this web page for details. The editors will also consider ideas for opinion pieces, literature reviews and book reviews.


Special topics call for abstracts for introductory papers

History education always needs to adapt to changing contexts and conditions. Given different national traditions as well as growing international and intercultural exchange, reflections on the new and the challenging and the controversial in history education are of important for history educators and researchers.

HERJ is seeking to enable this debate, so we are delighted to introduce SPECIAL TOPICS that will feature discussion around a given theme across a number of issues. Each topic will begin with an introductory article that identifies a specific challenge, outlines the various perspectives on it and (probably) offers a stated position. Responses and extensions to the first article will then be welcomed, and published over two or three subsequent issues.

We now invite your abstracts for introductory SPECIAL TOPIC articles. An abstract should be 300-500 words. It should identify the topic, set out the context and landscape for the debate, describe your own research/analysis in this regard and suggest how the debate could develop. What counter-analyses might there be, for instance? Possible topics include, but are not limited to:

  • digitization of communication and public history
  • non-professional internet teaching resources for the public
  • the rise of nationalist concepts
  • challenges of the recently identified ‘anthropocene’ effect to history education
  • the relationship between history education and liberal democracy, especially in light of the rise of populism.



For publication in April 2021

  • abstracts submitted by 16 March 2020
  • draft articles submitted by 16 June 2020

For publication in October 2021

  • abstracts submitted by 30 September 2020
  • draft articles submitted by 7 January 2021


Notes for submission

  • Abstracts for SPECIAL TOPIC articles should be marked with ‘Special Topic’ at the top.
  • Please consult the ‘notes for authors section of the HERJ website before submitting an abstract or paper.
  • Submissions should be sent to


Notes for authors

The History Education Research Journal is an Open Access publication in which new contributions are made available under a Creative Commons Attribution (CC-BY) licence. This means that authors retain copyright in their own work, but make it available for others to share (copy or redistribute in any medium or format) or adapt for any purpose (even commercially), provided that the author/s of the original work is/are acknowledged. Authors also warrant that any work by third parties that they reproduce within their own work may be shared or adapted in the same way.

The History Education Research Journal considers all manuscripts on condition that they have not been published already and are not under consideration for publication or in press elsewhere.

Contributions to the History Education Research Journal must report original research and will be subjected to review by referees at the discretion of the editors.

Manuscripts and book reviews to be considered for publication should be sent to HERJ’s submissions editors, Hilary Cooper and Jon Nichol, at

Authors should submit manuscripts electronically as email attachments using Word.

1. General guidelines

Manuscripts should be 6,000-7,000 words in length, excluding references, and must be written in clear, standard English, using British spelling (use the Oxford Concise Dictionary as an arbiter of preferred spellings). They should also be double-spaced throughout with ample margins, and bear the title of the contribution and name/s of the authors.

Each submission should include (in this order):

  • A title, chosen to reflect succinctly the article’s content, and using key words that are most likely to draw interested readers to the content through a search engine. There are no hard rules, but titles that accurately communicate article content in a few careful words are more effective than catchy phrases that require a subtitle for explanation. Usually, the explanatory subtitle is the effective title. In particular, quotations that aim to illustrate the article’s theme should be avoided as they tend to be enigmatic. As a rough guide, if the title takes up two full lines or more in the manuscript, it is too long.
  • Author(s)’ name(s), affiliation(s) and, if they have one, ORCID ID(s).
  • A contact email for the author (or corresponding author if there is more than one).
  • An abstract of up to 200 words. This should reflect the entire content of the submission. It should cover the key steps in your article, probably including the genesis of your project/research/theorising, the research design and methods, any primary contributors/collaborators, findings and outcomes, whether these reflected what you expected, and any indications offered for future action or research.
  • Five or six keywords.
  • The article text, including a note of where any figures and tables should be located.
  • Acknowledgements, if any.
  • Author biography/ies, c. 75 words per author.
  • Reference list.
  • Figures and tables (see guidance below).

Please do not use footnotes unless absolutely necessary. Instead, include possible footnote content in the text, turn it into a reference or delete the material.

2. Style guidelines

For general style points and for references, please follow the UCL IOE Press Editorial style sheet.

Write clearly and concisely, using arguments that are fully substantiated with well-reasoned analysis and, where appropriate, empirical evidence. All acronyms for national agencies, examinations, etc., should be spelled out the first time they are mentioned. Contributors are asked to take account of the international readership of the History Education Research Journal by explaining in full the use of terms that might be meaningful only to a particular local or national audience. Authors are also urged to bear in mind that teachers and film professionals will also read the History Education Research Journal, which means that contributions should be accessible and comprehensible to a wide range of readers. For all manuscripts, non-discriminatory language is mandatory.

Citations of other work should be limited to those strictly necessary for the argument. Any quotations should be brief, and always accompanied by precise references.

If you have any questions about references or formatting your article, please contact the journal’s commissioning editor at UCL IOE Press, Pat Gordon-Smith.

3. Tables, illustrations, and figures; copyright

The History Education Research Journal welcomes the inclusion of graphs, artwork, photographs, videos and sound files in support of submitted articles. They must be good quality and with full permission to publish in an open-access publication.

Authors are responsible for determining the copyright status of illustrations or other material they wish to reproduce in their article and, if necessary, obtaining permission to reproduce it. This applies both to direct reproduction and to ‘derivative reproduction’ (where authors create a new figure or table which derives substantially from a copyrighted source). As noted above, by including such material in their submission, authors warrant that it may be reproduced or adapted under the terms of the CC-BY licence in the same way as their own work, so they must make this requirement clear to those whose permission they are seeking. Please note that short extracts of copyright text (excluding poetry and song lyrics) for the purposes of criticism, discussion, or review may be reproduced without formal permission assuming that the quotation is reproduced accurately and full attribution is given.

Illustrations and figures should be included at the end in the article. Figures will not usually be redrawn by the publisher, so they should be submitted in a form that is suitable for publication (not less than 300 dpi resolution). The place at which a table, figure, or illustration is to be inserted in the text should be indicated clearly on the manuscript. Captions should include keys to symbols.

4. Open access and self-archiving

  1. The History Education Research Journal is an open-access journal in which new contributions are made available under a Creative Commons Attribution (CC-BY) licence. This means that authors retain copyright in their own work, but make it available for others to distribute, remix, tweak and build upon their work, even commercially, as long as credit is given for the original creation. Authors also warrant that any work by third parties reproduced within their own work may be shared or adapted in the same way.
  2. UCL IOE Press makes no charges of any kind for submission to, publication in, or access to the History Education Research Journal. Once published, your article will be online on the ingentaconnect journals platform, where it will be available for anyone to read or download without charge.
  3. Authors may self-archive both preprint and accepted versions of their article at any time provided that, on publication, it is replaced by the final published version.



Dr Arthur Chapman, UCL Institute of Education


Editorial board

Prof Roland Bernhard, University of Vienna, Austria

Dr Katharine Burn, University of Oxford, UK 

Prof Carla van Boxtel, University of Amsterdam, The Netherlands

Dr Arthur Chapman, UCL Institute of Education, UK

Prof Hilary Cooper, University of Cumbria, UK

Prof Terry Haydn, University of East Anglia, UK

Alison Kitson, UCL Institute of Education, UK

Prof Andreas Körber, University of Hamburg, Germany

Dr Linda Levstik, University of Kentucky, USA

Prof Jon Nichol, History Education International Research Network, UK

Dr Andy Pearce, UCL Institute of Education, UK

Prof Arie Wilschut, Amsterdam University of Applied Sciences, The Netherlands