To further expand the disciplinary vision of history under the framework of the “New Liberal Arts” initiative, the School of History and Archaeology at Nanjing Normal University invited Wang Xiangyang, the Executive Editor from History Teaching, to deliver a lecture on the morning of May 22. Titled “Selecting Topics for History Papers from an Editor’s Perspective—Reflections and Practices in the AI Era,” the lecture was hosted by Associate Professor Bai Shuang of the Department of History, with Qiu Zhenwu serving as discussant. Teachers and postgraduate students majoring in World History attended the lecture.
Wang Xiangyang commenced his lecture by offering a concise overview of artificial intelligence applications in historical research and pedagogy, drawing upon the professional perspective of a journal editor. He pointed out that historians and academic institutions should take a proactive attitude toward the rapid development of AI technology. Providing concrete examples, he noted that in the realm of historical research, AI can greatly improve research efficiency by automatically retrieving historical materials and recognizing ancient manuscripts. Regarding history pedagogy, he suggested that AI facilitates the creation of immersive scenarios, thereby increasing classroom engagement. Furthermore, addressing career development, Wang highlighted that emerging industries such as gaming and animation now offer new professional pathways for history majors, such as historical narrative design and historical context construction.
Conversely, Wang Xiangyang cautioned against the inherent risks associated with AI, specifically citing the risks of distorted historical materials and erroneous information generated by AI tools; he emphasized that scholars and students should apply such AI tools in a prudent and standardized manner. He concluded by stressing that educators educators are obliged to guide students to form a rational cognition of AI tools. This includes clarifying ethical boundaries and citation requirements to ensure that technology ultimately serves the cultivation of historical thinking rather than replacing it.
Subsequently, combining the latest research trends in historical studies, Wang elaborated on nine key thematic columns for the second half issue of History Teaching in 2026. These topics include: “Civilization Exchange and Mutual Learning and Chinese Modernization,” “New Horizons in Area Studies,” “Modern Interpretations of Classical Thought,” “Historiography Theory,” “National Governance and the Global South,” “Urban History: Space, Memory, and Governance,” “Maritime History and the Maritime Community with a Shared Future,” “Excavated Documents and Historical Interpretation,” and “Pedagogical Research.” With published journal articles as typical cases, he conducted an in-depth interpretation of each research theme.
Regarding the topic “Civilization Exchange and Mutual Learning and Chinese Modernization,” Wang emphasized that this research aims to deconstruct the Western-centric narrative of modernization. He stressed the importance of breaking free from Western discursive constraints to re-examine the modernization processes of non-Western countries and regions from an independent Chinese academic perspective. The ultimate objective, he noted, is to build an independent knowledge system and academic discourse system based on Chinese academic traditions.
Addressing Area Studies, Wang advocated for a problem-oriented approach guided by national strategy and practical social demands. He urged scholars to focus on pivotal regional and national issues — such as contemporary European migration governance and labor structure transformation — through rigorous problem-based research. He concluded by reiterating that historical scholarship must serve contemporary national interests and take human subjectivity as the core of historical narration.
Focusing on Pedagogical Research, Wang put forward two core requirements: the localization of foreign pedagogical theories and the cultivation of students’ problem awareness. He emphasized the need to equip students with the capacity to actively track, analyze, and critique the current state of research and its inherent challenges. Ultimately, these efforts should serve the broader goal of constructing a paradigm for history education.
In conclusion, Wang summarized that the core orientation of these key topics lies in upholding Chinese academic subjectivity. The overarching aim is to foster a deep integration of historical research with national strategy and the evolving demands of the contemporary era.
Toward the conclusion of the lecture, Qiu Zhenwu shared practical reflections on the application of AI tools and the instructional design of history courses. He then engaged in a profound dialogue with Wang on critical issues, including maintaining objectivity in historical writing, as well as various aspects of Area Studies. The session subsequently transitioned into a question-and-answer segment, where teachers and students exchanged views actively in a rigorous academic atmosphere. Concluding the event, Associate Professor Bai Shuang delivered the closing remarks, reiterating her sincere gratitude to Wang for his insightful and thought-provoking presentation.

Written by: Wen Yi, Ma Wenyue
Revised & Reviewed by: Bai Shuang