Аннотации:
© Primrose Hall Publishing Group. In recent years, questions have arisen about defining the goals of educational strategies in connection with the modernisation of the education system. These have been a subject of discussion for both Russian teachers and the professional community of other countries. The most pressing issue in these discussions is the problem of historical education. The article analyses the specific features of modern reformation processes in school history education in Russia and the United Kingdom. Analysis of the development experience of the UK school system makes it possible to compare the general and specific features of the reform of school history education in the United Kingdom and Russia. A comparative analysis of the reform of school history education in the represented countries showed that the priority goal of the reforms being carried out in both countries is to improve the quality of school history education. The author highlights the stages of reforming school education in Russia and the United Kingdom, during which approaches to teaching history changed. The results and conclusions of the study contribute to a deeper understanding of the process of modernisation of school history education and the definition of key priorities in school history education. The article's findings will be useful for school and university teachers, as well as a wide circle of readers interested in modern education.
