The article analyses the problem of forming, through history education, critical skills for countering the false historical interpretations and disinformation disseminated in the digital environment. Six types of false historical interpretation are identified the unsourced claim, the decontextualised image, selective evidence, emotional manipulation, false authority and anachronistic interpretation with a distinguishing marker, a method of verification and a target skill specified for each. The principle of impartial engagement with sources in the legacy of Abu Rayhan al-Biruni is compared with the research of S. Wineburg, J. Roozenbeek and S. van der Linden. The didactic potential of the “lateral reading” and “pre-emptive inoculation” approaches in the history lesson is substantiated, and three conditions for their application are established.
Forming, Through History Education, Critical Skills for Countering False Historical Interpretations and Disinformation
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