What can empirical research tell us about how to develop students’ historical empathy? A scoping review

The aim of this scoping review is to systematically select, analyse and synthesise recent empirical research to better understand the factors that influence students’ learning of historical empathy, as well as the implications for educators. The review also maps conceptualisations of historical empathy, finding that it is predominantly understood as both an affective and a cognitive concept. Notably, there appears to be a slight shift in conceptualisations over time, from a notion of ‘stepping into other people’s shoes’ to a focus on ‘understanding’ perspectives of people in the past. Two particularly influential pedagogical frameworks are identified: one by Keith C. Barton and Linda S. Levstik, and the other by Jason L. Endacott and Sarah Brooks. Key factors influencing students’ learning of historical empathy include the ability to contextualise and see multiple perspectives, student engagement and emotions, presentism and moral judgment, and student identification and identity. The synthesis of findings suggests several implications for educators aiming to foster historical empathy. These include the importance of introducing multiple historical perspectives, providing sufficient substantive knowledge, scaffolding contextualisation, harnessing affective dimensions, encouraging moral responses while challenging presentist judgment, and being aware of the influence of contemporary contexts, namely societal narratives and values, students’ identities and the historical topic at hand.