Abstract

Integrating historical memory in education implies a critical reflection on its purposes, knowledge and methodologies. This study reviews scientific literature on educational practices linked to historical memory. The research is based on 30 studies selected from the Web of Science and Scopus databases. The studies analyzed cover the period 2012-2025 and different educational stages. The results show that Compulsory Secondary Education is the level with the most experiences in this area. In addition, a lack of initial and continuous teacher training on historical memory is detected. On the other hand, the studies show a great variety of practices in terms of purposes, knowledge, methodologies and the role of teachers. Therefore, there is a need for greater coherence in the treatment of the subject in the classroom to enable the formation of critical citizens capable of building and defending democracy.