Competencias de pensamiento histórico en el Esame di Stato italiano: Un estudio descriptivo (2005–2024) = Competências de pensamento histórico no italiano Esame di Stato: Um estudo descritivo (2005–2024)

The main objective of this study is to analyse the national final test with which the stage of Higher Secondary Education in Italy concludes, known as Esame di Stato or Esame di Maturità, in order to evaluate the presence of historical skills, the level of cognitive difficulty required, and its evolution over time. From a mixed approach, in this longitudinal descriptive research, a total of 18 exams (n = 18) corresponding to the interval between 2005 and 2024 have been analysed. For the analysis, a rubric for evaluating histor-ical thinking competencies (RECH) has been used, and the exam statements related to historical content have been selected. The results show a decrease in recent years in questions that encourage the development of historical consciousness and historical thinking, low levels of cognitive demand in the statements, and a greater prominence of competencies related to the use of historical evidence. It is concluded that these exams must reinforce the presence of questions and statements related to History, in order to achieve greater development of historical skills and competencies in the students. Furthermore, students will be able to interpret and understand the present from the past and exercise citizenship.