Paraphrase to one page. Historically, education in history has long been utilized worldwide to forge and reinforce national identities by cultivating shared narratives, collective memories, and civic values. Scholars highlight that history curricula often

Education in history has historically served as a powerful tool worldwide for shaping and strengthening national identities through shared narratives, collective memories, and civic values. Scholars note that history curricula often aim to foster a sense of national unity, a concept identified by Lauritzen and Nodeland (2017) as "national cleansing," characterized by the use of patriotic symbols and heroic tales (Frontiers, 2024; Poulsen, 2013; Lauritzen & Nodeland, 2017). Yet, there is a growing movement towards "intercultural" and "cosmopolitan nationalism," which combines national citizenship with global citizenship and intercultural competencies (Maxwell et al., 2020; Pöllmann, 2021; Frontiers, 2024). In this evolving context, history education's purpose is expanding to not only encompass national identity but also to promote critical thinking, appreciation of diversity, and awareness of global interconnectedness (Frontiers, 2024). In Africa, various initiatives are focusing on re-Africanizing and decolonizing history instruction by incorporating indigenous histories and addressing Eurocentric dominance (African Historiography, 2025; UNESCO, 2024; AU, 2024). Specifically, Phase II of the General History of Africa (GHA) program aims to integrate African knowledge systems, oral traditions, and a pan-African identity, fostering cultural pride among African nations (Frontiers; UNESCO, 2024; African Historiography, 2025). The African Union’s Agenda 2063, along with UNESCO seminars, stresses that a genuine education in African history—one that embraces diverse viewpoints and critical discourse—enhances social cohesion and prepares students to tackle current societal challenges (AU, 2024; UNESCO, 2024). Reforms in West Africa exemplify the continent’s wider decolonization efforts, driven by Pan-Africanism and a shared history of colonialism and resistance (Agyeman, 2025; Daley, 2015). Key figures like Nnamdi Azikiwe and Kwame Nkrumah advocated for history education that incorporates anti-colonial narratives to promote regional identity and unity within national curricula. UNESCO workshops in Accra and across West Africa have utilized the GHA toolbox to develop localized teaching resources, aiming to broaden curricula with regional histories and cultural diversity (UNESCO, 2024). Ghana, in particular, has made significant progress in reshaping its educational curriculum. Since the introduction of a new primary history curriculum in 2019, the nation has emphasized democratic principles such as citizenship, respect, and tolerance through historical education (Boadu, 2025; Boadu, 2021a). Although traditional teaching methods remain prevalent, there is a noticeable shift toward inquiry-based and constructivist approaches. Gholdy Muhammad’s concept of "historically responsive literacy" promotes deeper engagement with history by connecting students’ learning to their cultural identities and lived experiences (Heritage Research Journal, 2021). This shift in pedagogy aims to empower students to critique their histories and develop a strong sense of identity. Furthermore, regional integration has significantly influenced educational reforms in Ghana, particularly evident in a 2024 UNESCO workshop in Accra that introduced teaching materials aligned with national and continental decolonization efforts (UNESCO, 2024). These initiatives illustrate how history education in Ghana is increasingly used not just to teach about the past but to foster national awareness and unity. This is particularly reflected at Wa Senior High School, where the role of history education continues to adapt in support of national identity, underscoring the central theme of this study: the vital role of history education in promoting national identity in Ghana.