Annotation
In the system of modern historical education, the development of students’ skills in working with historical sources is of particular importance in the context of improving scientific and pedagogical training. Knowledge of methods of analysis and interpretation of sources is considered as one of the key professional competencies of future history teachers. Working with written sources significantly contributes to improving research skills, historical and critical thinking, as well as increasing the scientific, cognitive and creative potential of students. In this regard, the scientific analysis of historical sources requires special training, knowledge of theoretical and methodological approaches and practical skills of source research.
In recent years, there has been an insufficient level of education among school graduates in the skills of working with historical sources, which creates certain difficulties in the professional training of future history teachers. Insufficient knowledge of the methods of source analysis complicates the organization of educational and research activities and the application of scientific methods of cognition. In this regard, the need to develop skills in working with historical sources at the stage of school education becomes particularly relevant. Early involvement of students in the analysis of written sources contributes to the development of analytical competencies, research culture and a sustained interest in historical knowledge.
The article examines the scientific and pedagogical potential of using epistolary sources based on letters from the Kazakh ruling elite of the 17th-19th centuries in the process of studying the modern history of Kazakhstan in higher education. In order to study this issue, in the 2024-2025 academic year, a survey was conducted among students of 2-4 courses in historical bachelor’s degree programs and their results were carefully analyzed. The results of the study provide an opportunity to solve problems that arise when working with written sources in history classes in the educational process.