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Reasons underlying the choice of History as a major subject at Universities: the case of undergraduate students at the National University of Lesotho

A Thulo

Department of Languages and Social Education, Faculty of Education, National University of Lesotho, Roma, Maseru, Lesotho

ORCID: https://orcid.org/0009-0006-8592-2291

Abstract

In this era, where technology shapes our societies, History as a school subject has come under scrutiny, with debates about whether there is still a need to teach it. The dignity of the subject is being undermined by governments questioning its relevance in meeting national needs and goals. Thus, this study aimed to investigate why students continue to pursue History as their major despite the challenges facing the subject. The study adopted a qualitative approach, using oral interviews, group discussions and semi-structured interviews as data generation tools. Social Cognitive Career Theory and the Theory of Planned Behaviour underpinned the study. The results revealed that personal interests and high school teachers are the most influential factors contributing to students´ selection of History as their major. Furthermore, the study found that students often use History as a stepping stone into other careers. In conclusion, the study established that personal interests and high school teachers are key factors influencing students to choose History as their major. The study recommends that all stakeholders regularly train high school teachers, as they are at the forefront of influencing students. Additionally, the National University of Lesotho should collaborate with teacher training colleges to actively market the History subject on the most widely used platforms.

Keywords: History; high school teachers; personal interests; qualitative approach; social cognitive career theory; theory of planned behaviour

How to cite this article: Thulo, A. (2025). Reasons underlying the choice of History as a major subject at Universities: the case of undergraduate students at the National University of Lesotho. African Perspectives of Research in Teaching and Learning, 9 (1), 11-27.

DOI: https://doi.org/10.70875/v9i1article2