Abstract:

This study examines the level of Holocaust-related information and the readiness to address antisemitism among prospective elementary school teachers in Greece. Drawing on a survey of 272 students from three university Education Departments (Crete, Thessaly, and Epirus) in 2024, the research employed a validated, anonymous questionnaire assessing knowledge across twelve dimensions, including general Holocaust history, country-specific events, the Wannsee Conference, and major extermination sites such as Auschwitz, Treblinka, Sobibór, Bełżec, Majdanek, and Chełmno. Findings indicate that participants’ information is moderate to low, particularly regarding the central European dimension of the genocide, the political and logistical mechanisms of industrialized mass murder, and the interplay of collaboration and resistance in occupied countries such as Poland, France, and Italy.

Analysis of demographic variables revealed that maternal educational level—but not paternal education or gender—was significantly associated with higher Holocaust-related information, although the overall level remained insufficient to fully prepare future teachers for classroom instruction. Participants expressed a strong desire to acquire further knowledge about both the Holocaust and antisemitism, and a majority advocated for the enrichment of teacher education curricula with courses addressing Holocaust history, antisemitism, and the history of Jews in Greece.

These findings highlight systemic gaps in both school curricula and initial teacher education programs, indicating that prospective teachers are currently underprepared to foster Holocaust consciousness and combat antisemitism among students. The study underscores the need for comprehensive reforms, including the integration of detailed Holocaust content, pedagogical training in addressing antisemitism, and critical reflection on historical and ethical dimensions. By equipping future educators with both knowledge and pedagogical competence, such reforms could significantly enhance students’ understanding of the Holocaust, the mechanisms of mass atrocity, and the moral responsibilities of citizenship.

Keywords:

Pre-service teacher training, holocaust awareness, teacher professional development, educational reform.