• Smt. Ponnoti Sreedevi

The digital transformation of higher education has profoundly reshaped the teaching and research of history, challenging traditional modes of pedagogy and scholarship while opening new avenues for inquiry, access, and interpretation. This paper explores the growing influence of Open Educational Resources (OER) and Artificial Intelligence (AI) in redefining historical scholarship, archival practices, and classroom pedagogy. Supported by global organizations such as UNESCO, OER initiatives democratize access to archival materials, textbooks, multimedia content, and primary sources, lowering economic barriers and fostering inclusive, multilingual, and regionally contextualized historiographies. These platforms promote collaborative knowledge creation and empower educators and learners to transcend Eurocentric and elite-centric narratives. Concurrently, AI-driven technologies—including machine learning algorithms, natural language processing, and generative AI—are revolutionizing archival research, textual analysis, and historiographical synthesis by enabling large-scale data mining, automated transcription, and pattern recognition across vast historical datasets. In classroom settings, AI supports personalized learning pathways, adaptive assessments, and immersive simulations that enhance critical historical thinking skills such as sourcing, contextualization, and nuanced interpretation. Nonetheless, the integration of OER and AI raises significant ethical and epistemological challenges, including algorithmic bias, digital divides, data authenticity, and risks of oversimplified historical narratives. This study advocates for a critical digital pedagogy that combines technological innovation with rigorous historical methodology to safeguard scholarly integrity. Situating OER and AI within broader debates on digital humanities, public history, and knowledge equity, the paper illustrates how the digital age is not merely rewriting the past but fundamentally reshaping the ways history is taught, researched, archived, and understood in contemporary academia, with particular attention to the Indian higher education context and regional institutions.

Open Educational Resources; Artificial Intelligence; Digital Humanities; Historiography; Digital Archives; History Education; NEP 2020; Higher Education; Critical Digital Pedagogy

"Rewriting the Past in the Digital Age: Open Educational Resources and Artificial Intelligence in the Teaching and Research of History", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.13, Issue 3, page no.157-163, March-2026, Available :http://www.jetir.org/papers/JETIRHM06024.pdf

"Rewriting the Past in the Digital Age: Open Educational Resources and Artificial Intelligence in the Teaching and Research of History", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.13, Issue 3, page no. pp157-163, March-2026, Available at : http://www.jetir.org/papers/JETIRHM06024.pdf