Interactive platforms for learning history of Ukraine in a blended learning environment

Abstract

In the context of the digital transformation of education and the increasing use of blended learning formats, the need to update teaching methodologies for humanities disciplines, particularly Ukrainian history, becomes especially relevant. The COVID-19 pandemic, martial law, and the resulting reformatting of the educational process have highlighted the unpreparedness of many educational institutions for the effective implementation of interactive platforms. This underscores the necessity of developing new teaching approaches that combine the flexibility of online components with the depth of traditional education. Purpose. The research focuses on creating an author's model of blended learning of the history of Ukraine, which integrates the capabilities of modern interactive platforms. Particular attention is paid to identifying effective digital tools and methodological solutions that can stimulate the motivation of students and contribute to the formation of key historical and interdisciplinary competencies.Methods. The study employs general scientific methods such as analysis, synthesis, systematization, pedagogical modeling, and elements of the project-based method. A content analysis of educational platforms was conducted, along with a comparative assessment of their features in the context of teaching history. Results. An original model for organizing blended learning in Ukrainian history was developed, integrating online and offline components and covering preparatory, instructional, and final stages. Examples of methodological techniques (historical quests, debates, multimedia storytelling) are presented, aimed at developing critical thinking, analytical skills, and cognitive engagement. A comparative analysis of platforms was conducted based on criteria such as accessibility, functionality, feedback mechanisms, visualization, and interactivity. Conclusions. The proposed approach to organizing blended learning through digital platforms enhances the effectiveness of teaching Ukrainian history and enables adapting the educational process to individual learning trajectories. Integrating platforms such as Google Classroom, Kahoot!, Padlet, and Mentimeter contributes to forming a new model of interaction among educational stakeholders. The study’s findings may be applied in the practical work of history teachers and methodologists and serve as a foundation for further research in the field of digital humanities education.