Abstract
This article examines the effective use of historical sources as one of the key methodological approaches in teaching history. The author places special emphasis on the importance of working with primary sources in developing students’ research skills. Historical sources are viewed not only as a means of describing the past, but also as a universal tool that teaches students to think critically, analyze and organize information, compare different perspectives, and identify cause-and-effect relationships within a historical context. The study analyzes the methods and effective pedagogical models for integrating historical data into the learning process. In particular, it describes the teacher’s guiding role, the stages of working with sources (questioning, analysis, interpretation, and conclusion), and ways to organize students’ independent research. Furthermore, the article highlights how the use of historical materials enhances students’ cognitive activity, fosters their information culture, and ensures depth and accuracy of historical knowledge. The article also reveals the interrelation between working with historical sources and the concept of inquiry-based learning in the modern educational system. As a result, the use of sources is evaluated as an effective method aimed at developing students’ research culture, historical thinking, and reflective skills.