Innovative Approaches to Civic Education: University of Vienna’s “Doing History!” Initiative
Vienna, Austria – As societies grapple with increasing political polarization and the spread of misinformation, the need for robust civic education has never been more critical. A modern methodology, spearheaded by Dr. Alexander Preisinger at the University of Vienna, is gaining traction for its innovative approach to history and political education. Dubbed “Doing History!”, the method emphasizes active learning, agency, and creative engagement with the past, moving away from traditional, passive consumption of historical narratives. This shift aims to equip students with the critical thinking skills necessary to navigate complex political landscapes and turn into informed, engaged citizens.
Dr. Preisinger, a Senior Lecturer at the Institute for History at the University of Vienna, has developed a method that challenges conventional teaching practices. Instead of simply memorizing dates and events, students are encouraged to actively construct their understanding of history through hands-on projects and immersive experiences. This approach, detailed in his recently published method collection, “Doing History! Eine Methodensammlung für einen Geschichtsunterricht mit Agency,” published in 2025, seeks to transform students from passive recipients of information into active creators of historical knowledge. The book, published by Wochenschau-Verlag, offers a wide range of methods, from designing monuments to creating Netflix-style series, all aimed at fostering a deeper, more meaningful connection with the past.
From Theory to Practice: The “Doing History!” Methodology
The core principle of “Doing History!” is to empower students to take ownership of their learning. This is achieved through a variety of methods designed to stimulate creativity, critical thinking, and collaboration. Students might be tasked with designing memorials, comparing computer games for their historical accuracy, or even using building blocks to recreate historical scenes. The emphasis is on experiential learning, where students learn by doing, rather than simply reading or listening. According to the publisher, the method aims to create an environment where “passive consumers of history become active makers, who can work situationally, creatively and action-oriented, but as well gain access to the respective historical epoch.”
Dr. Preisinger’s work extends beyond theoretical frameworks. He is also actively involved in developing practical resources for educators. He co-authored, with Stephan Mai, the digital game-based learning resource, “Digitale Spiele in der Politischen Bildung und im Geschichtsunterricht” (Digital Games in Political Education and History Teaching), published by Weltbild-Verlag. This demonstrates a commitment to integrating technology into the classroom to enhance student engagement and learning outcomes. Dr. Preisinger coordinates the GameLab, a collaborative initiative between Nintendo and the University of Vienna, providing educators with access to 15 Nintendo Switch consoles for use in teaching and research. This initiative highlights the growing recognition of the potential of game-based learning in education.
A Multifaceted Career: From Academia to the Classroom
Dr. Alexander Preisinger’s background is as diverse as the methods he champions. Born in Vienna on December 30, 1982, he pursued a dual path of academic study and practical teaching experience. He holds degrees in German and History, Social Studies, and Political Education, as well as in Psychology and Philosophy. His curriculum vitae details his extensive academic career, including research positions at the Austrian Academy of Sciences, where he worked on projects such as “migration.macht.schule” and “Erzählte Ökonomie” (Narrated Economy).
Alongside his academic pursuits, Dr. Preisinger has maintained a consistent presence in the classroom. Since 2011, he has been a teacher at the Schumpeter Handelsakademie/Handelsschule, and since 2017, a Senior Lecturer at the University of Vienna. This combination of research and teaching allows him to bridge the gap between theory and practice, ensuring that his methods are both academically sound and pedagogically effective. He also serves as an external lecturer at the University for Music and Performing Arts Vienna since 2009.
The Importance of Spielbasiertes Lernen (Game-Based Learning)
A key component of Dr. Preisinger’s approach is the integration of spielbasiertes Lernen – game-based learning – into the curriculum. He believes that games can provide a powerful and engaging platform for students to explore historical events and political concepts. The GameLab at the University of Vienna, with its 15 Nintendo Switch consoles, is a testament to this belief. By utilizing games, educators can create immersive learning experiences that foster critical thinking, problem-solving skills, and a deeper understanding of complex issues. Dr. Preisinger’s expertise in this area makes him a sought-after speaker and consultant for organizations interested in incorporating game-based learning into their educational programs. He creates brochures for Zentrum polis and frequently serves as a referent for them.
Addressing the Challenges of History Education
Traditional history education often relies on rote memorization and passive learning, which can fail to engage students and foster a genuine understanding of the past. “Doing History!” offers a refreshing alternative, emphasizing active participation, critical analysis, and creative expression. By empowering students to become active agents in their own learning, Dr. Preisinger’s methodology aims to cultivate a generation of informed, engaged citizens who are equipped to navigate the challenges of the 21st century. The method also acknowledges the importance of addressing the complexities of historical narratives and encouraging students to question established interpretations.
Looking Ahead: The Future of Civic Education
The “Doing History!” initiative represents a significant step forward in the field of civic education. By embracing innovative teaching methods and leveraging the power of technology, Dr. Preisinger and his colleagues are paving the way for a more engaging, effective, and relevant learning experience for students. As the demand for critical thinking skills continues to grow, the principles of “Doing History!” are likely to become increasingly important in preparing students for the challenges and opportunities of the future. The University of Vienna’s commitment to this innovative approach underscores its dedication to fostering a new generation of informed and engaged citizens.
The next step in the development of this methodology will be the ongoing evaluation of its impact on student learning outcomes and the dissemination of best practices to educators around the world. Dr. Preisinger’s work promises to reshape the landscape of history and political education, empowering students to become active participants in shaping their own futures.
What are your thoughts on innovative approaches to history education? Share your comments below and let us know how you think People can best prepare students for the challenges of the 21st century.
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