Along with a radical change in the content of history education, importance has also been given to the modernization of the methodological system of teaching history, the organization of the teaching process, the supervision of results, as well as the development of new criteria and methods for verification and assessment.

It is not yet clear which methods are the most suitable for studying in case of history and other social sciences. Based on the current situation and with an appreciation for recent developments in the process of teaching history and the issues that have arisen as a result, we have noted the following existing contradictions – the contrast between the aspirations of learners who wish to gain knowledge of history and the didactic capabilities of the existing traditional methodological system, as well as the necessity for the history teacher to innovatively present the material and the limits of the traditional methodological system in her current arsenal.

The teacher is free to choose the methods used, but that choice has certain limitations. A range of factors have been described in the pedagogical literature that influence the choice of teaching methods. Considering the methods that influence the choice of teaching methods, the educator historian must look at the available facts and outline the related predictable and unpredictable developments and consequences. Each chosen method is part of the initial procedure of the educator historian’s thinking. In the education process, the consistent use of one method or the other assumes that the facts have been examined fully in parallel with their historic period and specific developments. Thus, the creation of a flexible system of interactive methods and their broad application, including modern technological approaches and possibilities, is extremely important and necessary. It is obvious that one of the most important issues that have emerged before the educator historian is the targeted construction of the teaching process and the selection of teaching methods for that process which must be supported by research evidence, because the educator historian who does not use interactive methods is similar to a traveler without a map. In the article, we analyze interactive teaching methods that can be used by the educator historian during the education process in the stages of promotion, understanding and reflection.