Integration of 21st Century Learning Practice in History Education: A Literature Review

Abstract

ABSTRACT: This literature review presents an analysis of the implementation of 21^st century learning practices in history education in Malaysia. This review focuses on the impact of these practices on student engagement and achievement. This paper also discusses the methodology used to assess the effects of these practices as well as their implication in improving history education in Malaysia, aligning with the demands and obstacles of contemporary education. This findings on the study show that the integration of critical thinking, digital literacy, collaboration and communication skills in the teaching of history provides significant benefits to students and the teaching process. Schools should focus on helping teaching learn how to use technology in their lessons and incorporate digital materials for exciting historical studies. The implications are policy makers should invest in updating the history curriculum to include current global viewpoint and topics, making sure it stays interesting and sparks students’ curiosity about history. Embracing innovative pedagogy and a learning environment that encourages active student involved, these methods will have an even bigger impact. By adapting to educational advances and social changes, history education can keep growing and get students ready to face tough challenges and contribute meaningfully in this increasingly connected world.
KEY WORDS: The 21^st Century Learning; Practices; History Education.

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About the Authors: Nursila Abdul is a Master Student at the Department of History, Faculty of Human Sciences UPSI (Sultan Idris Education University), 36900 Tanjung Malim, Perak Darul Ridzuan, Malaysia; and Dr. Shakila Che Dahalan is a Lecturer at the Department of History, Faculty of Human Sciences UPSI, Malaysia. Authors corresponding: nursilaabdul97@gmail.com and shakilacd@fsk.upsi.edu.my

Suggested Citation: Abdul, Nursila & Shakila Che Dahalan. (2026). “Integration of 21^st Century Learning Practice in History Education: A Literature Review” in EDUCARE: International Journal for Educational Studies, Volume 19(1), August, pp.53-62. Bandung, Indonesia: Minda Masagi Suci Foundation and ASPENSI with ISSN 1979-7877 (print) and ISSN 2621-587X (online).

Article Timeline: Accepted (May 25, 2026); Revised (July 25, 2026); and Published (August 31, 2026).