The theme of 18th century Cossackdom in the context of contemporary didactic tasks of the Ukrainian school

The purpose. This article examines the methodological foundations of teaching the history of early modern Cossacks of the 18th century to 8th-grade students in Ukrainian secondary schools under contemporary educational conditions. The study investigates this issue through a comprehensive analysis of relevant historiographical sources, including recent proceedings from academic and practical conferences, as well as historically grounded thematic materials that have been tested in classroom practice. Particular emphasis is placed on the transformation of instructional methodologies. To optimize the teaching process, the author employs several established pedagogical techniques, integrating them with his own professional experience. Scientific novelty. For the first time, this study demonstrates – drawing on the synthesis of pedagogical approaches employed in European schools, particularly in Central and Eastern Europe – how national identity and historical memory both facilitate and, at times, impede an unbiased interpretation of Ukraine’s early modern past. Teachers, therefore, are required to consistently clarify complex historical phenomena and processes. This demands the use of a glossary of contemporary interpretations of key concepts, terms, and categories included in the curriculum. Conclusions. The findings support the broader implementation of concentric learning cycles – a well-established European approach to teaching history – within Ukraine’s secondary education system. Furthermore, to achieve modern didactic objectives, teachers must remain acutely aware of the changing societal demand for historical knowledge and competencies. Recent shifts in the public sphere and the information environment have heightened the importance of critical thinking skills. Historically, the theme of Cossacks was heavily mythologized but remained largely apolitical. Under the conditions of russia’s ongoing hybrid war against Ukraine, however, this dynamic has fundamentally reversed. Today, teachers must resist passive alignment with political expediency and instead actively counteract it. Addressing hostile propaganda and misinformation has become a primary professional challenge. Nevertheless, their instructional strategies must remain grounded in the principles of scientific rigor, objectivity (free from falsification and mythologization), democratic values, humanism, national identity, and an awareness of global educational trends.