INTENSIFICATION OF TRAINING FOR HISTORY STUDENT THROUGH MICROLEARNING (BASED ON THE EXAMPLE COURSE «HISTORY OF THE ANCIENT EAST»)

Abstract

We live in an era of digital technology and «digitalization» itself is no longer perceived as a transitional process – it is the fundamental basis of society, business, and education. The transformation of the educational environment under the influence of information technology has contributed to the establishment of microlearning as one of the main trends in recent years. Microlearning technology has become a response to the acceleration of the pace of life and changes in the ways of perceiving information in the digital age (the «clip thinking» of the digital generation). At the same time, the COVID-19 pandemic and the start of a full-scale war in Ukraine were the critical factors that transformed microlearning from an «innovative experiment» into a vital survival strategy for the education system.

The purpose of this study is to theoretically substantiate the effectiveness of microlearning technology as a tool for intensifying the training of future historians and to develop a methodological algorithm for introducing micromodules into the course «History of the Ancient East».

The methodology is based on a comprehensive approach that combines theoretical analysis and practical testing of innovative educational methods. It is built on the convergence of classical methods of historical and pedagogical analysis and modern digital approaches to learning. The systematic approach allows the course «History of the Ancient East» to be structured not as a collection of disparate facts, but as a system of interconnected micro-modules that form a complete picture of the historical process while the contextual approach is focused on the professional training of humanities scholars where microlearning is used to analyze specific historical cases. Empirical methods are used, in particular, knowledge assessments after each micromodule for instant evaluation of the assimilation of factual material. The methods of «microhistory» (the study of individual artifacts or personalities) and didactic modeling are used to develop an algorithm for creating microcontent within the Moodle platform.

The scientific novelty of the article lies in the adaptation of microlearning technology for teaching the discipline «History of the Ancient East» to students of the humanities (historical education). A model for structuring large amounts of historical information into short blocks is proposed to avoid cognitive overload and empirical data on improving the level of knowledge acquisition and student motivation through «small steps learning» is presented.

Conclusions. The study found that microlearning is not just an additional tool but a strategic vector for intensifying the training of history students and is the optimal format for organizing e-learning and blended learning. In the context of the course «History of the Ancient East» this approach allows transforming complex, fact-filled material into a flexible system of knowledge, combining the academic depth of studying the history of the Ancient East with the technological flexibility necessary for the survival and development of higher education in the context of modern instability.