Access to Historical Information Sources and Its Impact on Curriculum Development in History Education

Abstract

This paper studies the impact of access to historical
information sources on the development of history education
curricula in Uzbekistan. While there are educational reforms
aimed at providing a comprehensive view of history, teaching in
many areas is still based on a textbook approach. Such a
framework does not allow for the representation of genuine,
locally significant history. To fill this void, the researcher
designed a mixed-methods study involving surveys, interviews,
and case studies to assess how teachers across Uzbekistan who
possess physical archives, oral histories, digital collections, and
local heritage materials integrate them into their teaching. Data
analysis indicates that teachers appreciate the educational
potential of these resources, but other factors, minimal
infrastructure, inadequate training and support, and no clear
curricular structures, make practical use impossible. Urban
schools utilize such materials more because of ready access to
digital devices and institutional support, while rural schools
remain straitjacketed by ongoing constraints. Oral accounts
and indigenous information are regarded as valuable from a
cultural perspective; however, formal education traditionally
excludes these due to worries over authenticity and
homogenization. In order to improve inclusivity and the overall
quality of history education, the study has proposed systemic
interventions such as improving digital facilities, sustained
professional development for teachers, and enhanced
collaboration of schools with cultural institutions and
curriculum developers. All these initiatives underpin the
development of historical literacy, the preservation of
Uzbekistan’s cultural legacy, and the shaping of a more
inclusive narrative for the country.