Proposing a Theoretical Framework for Multidimensional History Teaching: Integrating Problem-Based Learning, Digital Simulation Ecosystems, and Artificial Intelligence
TL;DR
The research results indicate that the proposed model contributes to shifting the learner's role from passive knowledge reception to active exploration, while simultaneously supporting the development of critical thinking and collaborative skills.
Abstract
In the context of modern education, the teaching and learning of History face significant challenges, particularly learners' passive reception of knowledge and reliance on rote memorization. This study aims to construct an integrated learning environment that combines pedagogical theory and digital technologies to enhance the quality of History education. Through theoretical synthesis and analysis, the article systematizes the relationship between Problem-Based Learning (PBL), digital simulation ecosystems, and Artificial Intelligence (AI). On this basis, the study proposes a Theoretical Framework for Multidimensional History Teaching. The theoretical framework is designed across three interconnected stages: utilizing AI to construct hypothetical problem scenarios, facilitating student interaction with digital historical personas in a multidimensional learning environment, and organizing collaborative group activities to analyze information and solve problems. The research results indicate that the proposed model contributes to shifting the learner's role from passive knowledge reception to active exploration, while simultaneously supporting the development of critical thinking and collaborative skills. Furthermore, the study affirms that AI serves as a supplementary tool in the learning process, whereas teachers retain the central role in guiding cognitive perception, fostering intellectual development, and cultivating ethical and humanistic values for learners.