Research Summary: Historical competences in curriculum documents and teaching resources used for teacher training at universities in the Southern Macrozone of Chile

A study conducted in Chile's Southern Macrozone analyzed 56 course programs for Initial Teacher Training (ITT) in "History, Geography and Social Sciences" across four universities. The research aimed to identify the presence of 'historical competences' within subject syllabuses, particularly concerning the teaching of topics related to the State–Mapuche conflict and the occupation of Araucanía. The underlying premise is that historical thinking is crucial in conflict-affected regions for effective history education.

Why it matters

This research highlights the strategic importance of curriculum design and pedagogical approaches in sensitive historical contexts, particularly concerning conflict resolution and reconciliation. It demonstrates how educational systems can either perpetuate or mitigate historical grievances by influencing future educators' capabilities to teach complex narratives.

Key insights

• The study focused on the concept of 'historical thinking' as a central element in history education.
• The research context is Chile's Southern Macrozone, specifically addressing the State–Mapuche conflict and the occupation of Araucanía.
• The primary objective was to describe the inclusion of historical competences in Initial Teacher Training (ITT) syllabuses for History, Geography and Social Sciences.
• The study analyzed 56 course programs from four higher education institutions in the specified macro-region.
• A mixed-methods approach with a descriptive–comparative design was utilized for the analysis.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1861765