Pedagogical practices in history education: A comparative study of China and Malaysia's higher learning institutions

Abstract

This comparative study examines the pedagogical practices in history education within higher learning institutions in China and Malaysia, focusing on how cultural, curricular, and institutional differences shape the teaching and learning of history. In China, traditional methods of rote memorization are gradually being replaced by critical thinking and inquiry-based learning, reflecting broader educational reforms aimed at fostering more active and analytical student engagement. In contrast, Malaysia’s history education is strongly influenced by its multicultural context, with an emphasis on national identity and civic education, often integrating more diverse teaching methods that cater to its pluralistic society. The study effectively contrasts the pedagogical practices in two distinct cultural and educational contexts, offering rich insights into how history education reflects sociopolitical and cultural values