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P. Nyathi

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Open access Aug 2026

Reimagining history teaching in the digital age: Engaging “disengaged” learners through critical pedagogy and generative artificial intelligence

This paper critically examines the teaching of History in secondary schools in rural and township contexts in South Africa, focusing on persistent learner disengagement within an increasingly digitised educational landscape shaped by the rise of Generative Artificial Intelligence. Drawing on constructivism, critical pe...

P. Nyathi · 0 citations

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