The aim of the LETHE project was to create a digital product useful for student learning and History teacher planning through the lenses of inclusivity, multiculturalism and multiperspectivity while also allowing for the development of key competencies and critical thinking through the introduction of active and creative methods based on working with historical objects and sources. To achieve this, we sought to: (O1) design research-based activities to teach through shared heritage, focusing on "hidden" histories to develop key competencies among students (critical thinking, problem solving, evidence-based argumentation) for the development of critical citizenship; (O2) design training materials, modules and platforms that allow teachers to introduce active methodologies in digital media; and (O3) facilitate communication between students, teachers and educational communities with the aim of creating a multicultural approach. Ultimately, LETHE sought to generate quality models and materials that support teachers and educators to approach history in an open, inclusive, dynamic and flexible way.
There were several reasons why this project was designed and developed: 1) To help address the abuse and misuse of history to support radical and exclusionary claims, which have been amplified through social networks our students regularly use, 3) To challenge master narratives that often exclude certain histories, 2) To develop new approaches to the teaching of history (traditionally linked to rote learning and memorisation), 3) to turn school history into a subject that actively contributes to the development of critical citizens. The use of the Internet as a predominant source of information continues to grow. This growth requires reinforcement in the formation of digital competence, in terms of critical use of information. Faced with this situation, LETHE has responded to these challenges. The various OERs created directly address these issues by encouraging teachers and students to explore the role that various cultures and social groups have played in the development of the current EU. They do this with the dual aims of critically analysing dominant exclusionary narratives and transforming teaching practices to address the problematic use of history in social media and public discourse through critical thinking.