The master's thesis explores the role of geography and history in shaping a comprehensive understanding of the world and the past, particularly emphasizing the importance of the educational dimension in teaching geography and history in general upper secondary schools. An analysis of educational goals related to the development of relationships, behaviour, attitudes, and viewpoints in general upper secondary school curricula for geography and history shows that these subjects share common areas representing the educational component: cultural heritage, sustainable development, interculturality, human rights, national identity reinforcement, etc. With the aim of systematically incorporating educational content into geography and history lessons, three examples of interdisciplinary lessons addressing human rights, sustainable development, and interculturality have been designed. The analysis of a survey aimed at obtaining the opinions of students from various years of general upper secondary schools on the educational goals in history and geography classes has shown that interdisciplinary integration contributes to achieving educational goals, while considering the specific needs of students. The analysis of four interviews with high school teachers indicates that teachers emphasize the importance of education but do not pay enough attention to educational elements. A redesign of curricula and didactic approaches is needed to better reflect the needs of contemporary society and enable the development of students as individuals capable of moral judgment and critical thinking.
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