This study aims to highlight the possibilities and the challenges that comes with using film in history education. The method that has been used to acquire relevant previous studies is through advanced searches. These searches were done using specific search words to get access to as many relevant studies as possible, in order to gather as much information as possible in this area of research.

Film has the ability to evoke unique associations from the pupils’ point of view, and the pupils might also gain new perspectives that enable a deeper historical understanding by analyzing the artistic work, its creator, and the society in which it was created. Despite being a tool commonly used in classrooms, it is not always clear why films are used and what teachers aim to achieve by showing them in history classes, which may potentially lead to issues of different kinds. This study therefore aims to highlight both the possibilities and the challenges, as well as the advantages and disadvantages of using films in history education.

This study shows that feature films in history education can be seen as an opportunity as well as a challenge for both students and teachers. Ultimately, it all goes down to what one views on its function and effect, as well as how it is treated in practice. If film is treated in an analytical and critical way by teachers as well as students, it can be an effective and beneficial didactic tool for learning and developing historical knowledge. The challenges described can thus be transformed into opportunities by students constantly having a critical approach and by teachers immersing themselves in what is required to use film in teaching history in the best possible way.