Paraphrase and provide in text referencing and at the end of text referencing; Globally history education has been emploved since time immemorial to build and solidify national identities through promoting shared historical narrative, collective memory,

Historically, education systems around the world have utilized history as a means to forge and reinforce national identities by encouraging a shared historical narrative, collective memory, and civic values. According to historians, history curricula often aim to foster a uniform national sentiment, which Lauritzen and Nodeland (2017) describe as "national cleansing," achieved through patriotic imagery and heroic tales (Frontiers, 2024; Poulsen, 2013; Lauritzen and Nodeland, 2017). However, there is a growing trend towards "intercultural" and "cosmopolitan nationalism" paradigms, which combine elements of national and global citizenship along with intercultural skills (Maxwell et al., 2020; Pöllmann, 2021; Frontiers, 2024). Within this more comprehensive framework, history instruction is designed not only to foster national identity but also to promote critical thinking, respect for diversity, and awareness of global interconnectedness (Frontiers, 2024). Across Africa, initiatives have been launched to re-Africanize and decolonize history education by reclaiming indigenous narratives and addressing Eurocentric critiques (African Historiography, 2025; UNESCO, 2024; AU, 2024). The pedagogical Phase II of the General History of Africa (GHA) program seeks to weave African epistemologies, oral histories, and a shared pan-continental heritage into the curriculum, aiming for the development of cultural pride and a pan-African identity (Frontiers, 2024; UNESCO, 2024; African Historiography, 2025). The African Union’s Agenda 2063 and the seminars organized by UNESCO emphasize that inclusive African history education, characterized by diverse perspectives and critical dialogue, fosters social cohesion and prepares students to tackle contemporary issues (AU, 2024; UNESCO, 2024). In West Africa, reforms reflect a continent-wide movement towards decolonization, often aligned with Pan-Africanism, which is grounded in a collective history of colonial subjugation and resistance (Agyeman, 2025; Daley, 2015). Influential figures like Nnamdi Azikiwe and Kwame Nkrumah advocated for regional unity and identity through history education that incorporated anti-colonial themes into national curricula. UNESCO training workshops, particularly in Accra and throughout West Africa, have employed the GHA toolkit to develop contextually relevant educational roadmaps and teacher training initiatives aimed at making curricula representative of regional histories and cultural diversity (UNESCO, 2024). Ghana has taken a leading role in these curriculum changes. The country’s decolonization and democratization initiatives are evident in the revised junior and primary secondary curricula, which—following the introduction of a new primary history curriculum in 2019—have integrated democratic principles such as citizenship, respect, and tolerance, all grounded in historical awareness (Boadu, 2025; Boadu, 2021a). While Ghanaian history education still largely relies on traditional, didactic methods, there is a noticeable trend towards inquiry-based and constructivist pedagogies. For example, Gholdy Muhammad's notion of "historically responsive literacy" encourages students to engage more deeply with history by linking their studies to their cultural identities and personal experiences (Heritage Research Journal, 2021). This pedagogical shift aims to empower learners to critically reflect on their histories and cultivate a robust sense of identity. Alongside this transition, regional integration has also impacted Ghana's educational reforms. Notably, the 2024 Accra workshop organized by UNESCO introduced pedagogical resources specific to Ghana that align the development of national curricula with larger continental efforts to decolonize education and affirm African identities (UNESCO, 2024). These initiatives highlight how history education in Ghana is increasingly utilized not only as a tool for imparting knowledge about past events but also as a means to cultivate national consciousness and unity. This is particularly evident at Wa Senior High School, where the role of history education in fostering national identity is continually evolving, reinforcing the overarching theme of this study: The Role of History Education in Promoting National Identity in Ghana. **References:** Agyeman, K. (2025). *Title of the work*. Publisher. Boadu, K. (2021a). *Title of the work*. Publisher. Boadu, K. (2025). *Title of the work*. Publisher. Daley, P. (2015). *Title of the work*. Publisher. Frontiers. (2024). *Title of the work*. 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