The Covid-19 pandemic has highlighted the need for several changes in the field of history education. In one hand, the need for a methodological change that integrates active learning methods, digital resources and emerging technologies to attend students’ non-face-to-face lessons. Traditionally, history in Secondary Education has formed a space in which the most successful students adopt the ways of reading, memorizing, thinking and writing as required by the teacher (Nokes, 2017). In opposition to this traditional form, there is an alternative model that aims to make students capable of interpreting and using the information. This model considers knowledge as a construction shaped by an interdisciplinary approach and real social problems. Active learning methods and digital resources play a fundamental role in this change within this globalized and hyperconnected society of the 21st century.