History education has been labelled as a rigid, boring and least favoured subject amongst students especially primary and secondary school students. Classroom practice is said to lack consistency and often based on date’s conceptualization of the construct. Scholars have introduced variety of conceptual and practical approaches to attract student’s interest in learning history but this still lead to persistent confusion about the nature, purpose and significance of learning history. The purpose of this conceptual paper is to analyse the progress of history education in Malaysia, Finland and Republic of Turkey. We focus on the goals set by the curriculum, the common issues in learning history and the the method used in teaching and learning history in these countries. We aim to highlight the challenges at implementing the best history education curriculum in Malaysia, Finland and Republic of Turkey and where further study is needed.
History, history education, scholars, education, method, teaching