Abstract
This study investigates the transformation of historical literacy across different generations due to the modern digital information ecosystem. The study employs a mixed-emphasis analytical research design, integrating statistical data on generational media consumption from sources like Eurostat and the Pew Research Center with a systematic literature review on core frameworks. The findings reveal a generational duality, while digital archives and platforms like TikTok and YouTube offer a more engaging, inquiry-based approach to history, simultaneously introduce severe threats, including the rapid spread of misinformation, the intellectual isolation caused by filter bubbles and echo chambers, and systemic algorithmic bias in digitized historical content. The analysis shows that digital fluency does not equate to critical judgment, highlighting that deep historical thinking must be actively taught in the digital realm. The core recommendation is a hybrid pedagogical approach that integrates traditional scholarly discipline with digital media analysis for a democratic historical literacy capable of navigating a complex and divided information environment.