This study explores strategies for improving self-development competencies among 10th and 11th-grade students in history lessons. By integrating critical thinking exercises, empathy activities, project-based learning, and peer teaching, the research demonstrates significant enhancements in students' critical thinking, emotional intelligence, creativity, and communication skills. Data collected through surveys, classroom observations, and reflective journals reveal increased engagement and a deeper understanding of historical contexts. The findings advocate for a curriculum that prioritizes self-development competencies, preparing students to become informed, empathetic, and active participants in society. Overall, the study underscores the transformative potential of innovative history education.

Self-development, Competencies, Critical thinking

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