https://eterna.unibas.ch/htce <p><em>Historical Thinking, Culture, and Education</em> is a peer-reviewed, open-access, scholarly journal that offers a critical space for the reflection and exchange of ideas on the creation, appropriation, and dissemination of historical knowledge and culture in both formal and non-formal educational settings. Seeking to enhance scholarly debates from both the scientific mainstream and beyond to support the accessibility and visibility of a variety of approaches, the journal seeks to particularly foster a transnational and cross-cultural dialogue as well as an interdisciplinary understanding between academics, scholarly traditions, ontologies, and epistemologies from diverse geographies and contexts. Connecting different domains of knowledge, the journal addresses theoretical and empirical questions, while also showcasing innovative methods that seek to generate new scholarly understandings, with the aim of creating a global community of academics who are mutually concerned with the promotion of sound scholarly work.</p> University of Applied Sciences and Arts Northwestern Switzerland (FHNW), Center for Citizenship Education and History Didactics en-US Historical Thinking, Culture, and Education 3042-478X https://eterna.unibas.ch/htce/article/view/1571 <p>History education communities worldwide are grappling with the imperative to decolonise history education. Australian history education researchers are uniquely placed to contribute to this project, owing to their experience of decolonising history education within a settler-colonial context. We do not claim to have any quick fixes, however, recent scholarship provides practical strategies for enacting decolonising approaches and elevating sovereign First Nations voices in history classrooms. The article encapsulates these strategies as actions centred on critically reflecting, listening, learning, localising and evaluating. It also illustrates how the concepts of place, positionality, and settler colonialism provide theoretical underpinnings for this work. Overall, it shows that although structural reforms need to be led by First Nations leaders and communities, non-Indigenous educators have a responsibility for decolonising history education and themselves. International readers will be interested in how these approaches and challenges converge with those in their own contexts.</p> Rebecca Cairns Copyright (c) 2026 The Author(s) http://creativecommons.org/licenses/by-sa/4.0/ 2025-12-11 2025-12-11 3 1 10.12685/htce.1571 https://eterna.unibas.ch/htce/article/view/1569 <p>Images, particularly photographs, are ubiquitous in history education, offering opportunities for fostering historical reasoning. However, adolescents often engage with images passively and superficially, rather than thoroughly and critically examining them. This article introduces two image interpretation scaffolds – sequenced and flexible – that can support adolescent students in the analysis and interpretation of visual historical sources. Connecting integration of the scaffolds to didactical frameworks, this overview discusses how they can promote active inquiry and critical reasoning. Further, this article shows the complementary role of internet search and AI tools (e.g., ChatGPT) in fostering deeper engagement during the analysis and interpretation with the scaffolds. Practical recommendations are provided for history educators to use the sequenced and flexible image interpretation scaffolds effectively, enabling students to view reasoning about and with images not merely as a passive process but as an active inquiry of the past.</p> Kevin Van Loon Copyright (c) 2026 The Author(s) http://creativecommons.org/licenses/by-sa/4.0/ 2025-12-11 2025-12-11 3 1 10.12685/htce.1569