Title: Teaching History and National Identity: An Analysis of the Logic and Rationale of History Education in Schools and Universities

TAbstract
. In the present study, the “logic and why of history education” is examined from a sociological and educational perspective to clarify why and how history education should serve the reconstruction of students’ national and social identity. The main research question is: Has history education in the Iranian educational system been able to play its role in strengthening national identity and developing historical thinking? In order to answer this question, the present study, with a qualitative approach and field method, examines the views of professors and student teachers of history at Farhangian University of Lorestan in order to gain a deeper understanding of the current situation and strategies for improving history education within the framework of the philosophy of education and the sociology of education through their lived experiences.
The present study aims to explore the logic and rationale of history education in Iran’s educational system, emphasizing its role in strengthening national and cultural identity. History teaching is not merely the transmission of past events, but a pedagogical tool for fostering critical thinking, historical awareness, and cultural continuity. In recent years, with the expansion of digital media and changing youth values, the need to reconsider the aims and methods of history education has become increasingly urgent. This research employed a qualitative, field-based
approach. The study population included 15 history education professors and 30 student-teachers from Farhangian University of Lorestan, selected through purposive sampling. Semi-structured interviews were used for data collection, and thematic analysis was applied for data interpretation. Findings indicate that history education becomes meaningful when linked to learners’ national identity and cultural background. Shifting from memory-based approaches toward analytical and problem-oriented learning fosters deeper engagement and a stronger sense of belonging. Finally, several practical strategies for improving history education in teacher training programs and school curricula are proposed.

From a negative perspective, ignoring the why and philosophy of history education reduces this course to a level of memory-based and non-analytical information transfer, which results in learners’ disinterest, reduced motivation to learn, and a disconnect between the course content and real life. If history is viewed simply as a collection of events, historians, and kings, its educational and identity-building function is lost. This can lead to a kind of crisis of meaning in education, in which the younger generation loses its connection to the past and its cultural identity (Haydn, 2012). On a larger scale, neglecting the logic of history education leads to the weakening of cultural capital, the instability of national identity, and even the formation of superficial attitudes towards history (Husbands, Kitson, & Pendry, 2003). On the other hand, in the teacher education system, the lack of theoretical reflection on the goals and whys of history education can have long-term consequences for the quality of education.
If student teachers enter the teaching field without understanding the philosophy of history education, they will view historical content not as a tool for fostering critical thinking and citizenship, but simply as a collection of data. This leads to a weakening of the educational role of history in schools (Barton & Levstik, 2004). Therefore, addressing the necessity and logic of teaching history from a scientific and field perspective is not only an educational need but also a cultural and social necessity that can be effective in designing curricula, compiling educational books, and empowering history teachers. In Iran, studies also show that many history teachers are still involved in descriptive education and have moved less towards conceptual and analytical education (Akbari, 2011; Babaei, 2019). This issue doubles the importance of a field study on why history is taught, because without a deep understanding of the philosophy and educational goals of this subject, it will not be possible to reform educational policies and improve the quality of teaching-learning. Therefore, the present study is an attempt to bridge the gap between theory and practice in history education, focusing on understanding its internal logic, cultural necessities, and educational functions in the Iranian education system.
Recommendations
The results of this study showed that technological developments and the expansion of new media have led the education system to redefine the cultural and social role of teachers. In the current situation, history education is no longer limited to transmitting past information, but is considered a tool for reconstructing historical awareness, strengthening critical thinking, and promoting the cultural identity of the new generation. By providing extensive communication platforms, new media have provided an unprecedented opportunity to rethink the logic of history education and redefine the role of teachers as cultural actors. From a theoretical perspective, the findings of this study are consistent with the views of Freire (1970) and Habermas (1987), in the sense that effective education can only be achieved when the learning process is based on dialogue, critical thinking, and active participation. New media can be a tool for realizing this logic, because their structure relies on interaction, immediate feedback, and equal access to resources. In such circumstances, the teacher is not simply a transmitter of historical knowledge, but also a facilitator of the process of collective meaning-making in digital contexts. Analysis of the results shows that the more teachers use modern educational technologies and the more purposeful they are, the more likely it is that they will develop historical thinking skills, source analysis, and multiple interpretations among students.