Historical Core Competencies in High School Education: Frameworks, Pedagogy, and Assessment
Abstract
learn and be able to do with the past. This paper provides a systematic analysis of historical core competencies in high school settings, examining theoretical foundations, international curriculum frameworks, evidence-based pedagogical strategies, and assessment challenges.
Synthesizing German didactic models (FUER), Anglo-American historical thinking frameworks (C3 Inquiry Arc, AHA Discipline Core), and
China's five?dimensional competency structure, the paper identifies both convergences and persistent theory?practice gaps. Empirical studies
on constructivist teaching, source work, and digital assessment tools are reviewed. Key barriers include content coverage pressures, misaligned high?stakes examinations, insufficient teacher professional development, and epistemological tensions between national narrative and
critical inquiry. The paper proposes an integrated implementation framework centered on scaffolded progression, disciplinary literacy integration, technology-enhanced formative assessment, and sustained professional learning communities. It concludes that meaningful competency
development requires systemic alignment of curriculum, instruction, assessment, and teacher education.
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DOI: http://dx.doi.org/10.70711/wef.v4i3.9763
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