WORLD HISTORY COURSE AS A TOOL FOR FORMING HISTORICAL CONSCIOUSNESS IN FUTURE HISTORY TEACHERS: METHODOLOGICAL ASPECT

Abstract

Purpose. The article aims to substantiate the methodological foundations of teaching world history in higher education as a tool for developing historical consciousness in future history teachers. It also seeks to identify the key components of this process, their interrelations, and their didactic potential for contemporary pedagogical practice. Methods. The study employs the method of critical analysis of sources to define the main theoretical concepts related to historical consciousness; the method of pedagogical design to predict the influence of selected methodological approaches on the development of historical consciousness in future teachers; and the narrative approach to analyze the role of world history as a component of professional teacher training. Results. The course in world history is an essential tool for shaping historical consciousness in future history teachers. Each of the components of historical consciousness (cognitive, value-based, and emotionalevaluative) can be effectively developed through the study of world history. This is made possible by applying appropriate methodological approaches to instruction in higher education, such as multiperspectivity, comparativism, interdisciplinarity, project-based learning, meta-historical and axiological principles. These approaches foster narrative competence and critical thinking. Overall, the successful reorientation of the world history course toward the development of historical consciousness ensures the formation of humanistic values and academic reflection in future history teachers. Conclusions. The article outlines the role of world history in developing historical consciousness among future teachers. It highlights its influence on the cognitive, value-oriented, and emotional-evaluative components of historical consciousness. The importance of critical thinking, narrative competence, and moral evaluation is emphasized. Methodological approaches such as multiperspectivity, comparativism, interdisciplinarity, project-based learning, and axiological strategies are analyzed. The formation of historical consciousness is identified as a key factor in the professional training of history teachers.