History Education Curricula in Europe: National Sovereignty, Europeanization, and the Implementation Gap

Abstract

Abstract

This article examines the design, content, and implementation of history curricula across sixteen European education systems, focusing on the enduring tension between national sovereignty and Europeanizing influences. Through comparative analysis of the countries members of the Observatory on History Teaching in Europe (OHTE) :Albania, Andorra, Armenia, Cyprus, France, Georgia, Greece, Ireland, Luxembourg, Malta, North Macedonia, Portugal, Serbia, Slovenia, Spain, and Türkiye, the study investigates three dimensions: the actors involved in curriculum development; the extent to which European norms and frameworks influence national curricula; and the gap between policy intentions and classroom implementation. Drawing on questionnaire data from educational authorities and teachers the findings demonstrate that while curriculum design remains fundamentally a national prerogative linked to identity formation and social cohesion, significant Europeanizing trends are evident through the institutionalization of multi-perspectivity, inclusion of minority histories, and framing of national narratives within broader European themes. However, substantial implementation gaps resulting from curricular overload, examination-driven teaching, insufficient teacher training, and limited resources constrain the transformative potential of these reforms. The article argues that meaningful Europeanization requires not only policy convergence but systemic alignment of curricula, assessment, teacher preparation, and classroom resources.