Integrating historical vlog projects to promote local wisdom and 21st-century skills in history instruction

Abstract

This study explores the effectiveness of vlogs in enhancing students’ understanding of local wisdom in history education. While traditional teaching methods provide foundational knowledge, there is limited research on how modern digital media, such as vlogs, can actively foster comprehension of cultural heritage and historical content. Addressing this gap, the study aimed to examine how the process of creating vlogs influences learning outcomes and skill development. A qualitative descriptive approach was employed, with data collected through six months of classroom observation and interviews with students and teachers participating in the vlog-making project. Findings reveal that producing historical vlogs significantly enhances students’ grasp of local wisdom by engaging them in research, information gathering, and content creation. The vlogging process also promotes higher engagement, deeper understanding of historical materials, and the development of twenty-first-century competencies, including communication, scriptwriting, digital literacy, and problem-solving. The study underscores the value of integrating innovative media into history instruction, demonstrating that digital tools can enrich learning experiences, cultivate essential skills, and support the preservation of cultural knowledge in contemporary education.

Keywords: Digital literacy; history education; local wisdom; student engagement; vlogs.