Inquiry-based learning and digital tools in teaching gender-sensitive history: innovative approaches to fostering historical thinking in the digital age

The aim of the article is to analyse the combination of Inquiry-Based Learning methods and digital tools in the field of the gender-sensitive approach use in teaching history. The methodological basis of the study is founded on an experimental design involving 130 participants. The results highlighted the benefits of of history teaching combination, digital storytelling research as well as online platforms involvment. A significant statistical increase in the participants’ ability to further critically evaluate historical sources, while identifying gender biases, was demonstrated. The obtained results showed an increased awareness of the women role in history and a willingness to apply gender-sensitive approaches for further pedagogical practice. The conclusions emphasize that the potential of Inquiry-Based Learning and digital technologies is important for the further development of historical thinking and the formation of new digital educational strategies.