2026-09-19T20:35:39Zhttps://dspace.unza.zm/server/oai/request

oai:dspace.unza.zm:123456789/93622025-08-19T03:00:24Zcom_123456789_18col_123456789_76

2025-08-18T12:31:35Z 2025-08-18T12:31:35Z 2025 Thesis of Master of Education in Curriculum Studies The main purpose of this study was to explore what should be taught in the Zambian Secondary School History curriculum content in selected secondary schools in Lusaka district. In this study, the qualitative method was used which employed phenomenology design. Purposive sampling technique was used to sample 64 respondents; 1 history curriculum specialist, 9 teachers of history, 9 heads of history section and 45 pupils. Interview guides and focused group guide were used to collect data. The objectives were; to explore which content knowledge is perceived by learners and teachers as not relevant in the history curriculum of the Zambian secondary school. To establish the content which should be retained and which one should be introduced in the history curriculum of the Zambian secondary school. To examine how to motivate learners’ interest in the study of history in Zambian secondary schools in Lusaka district. Data was analysed using themes. The findings of the study revealed that History should be taught in schools as it cultivates patriotism, develops lifelong skills, and promotes unity in culturally diverse societies like Zambia. Many topics in World History, Southern African History, and Central African History were found to be irrelevant, such as the history of China, Japan, and Italy, and non-Zambian kingdoms. Content that should be maintained and introduced includes Zambian history and contemporary issues like land use and land disputes in Zambia. It was therefore, recommended that The Ministry of Education should allow learners to specialize in history, with a focus on Zambian history, and then choose either World History or Southern African History. Make history practical and inspiring, with teachers who can make the subject engaging. If the curriculum is maintained without specialization, irrelevant topics should be removed and more Zambian history content should be added. Overall, the research emphasizes the importance of teaching history in schools, particularly Zambian history, and recommends making the subject more engaging and relevant to learners. https://dspace.unza.zm/handle/123456789/9362 en The University of Zambia What should be taught in the Zambian secondary school history curriculum: perspectives of teachers, curriculum developers and learners in selected schools of Lusaka district. Thesis