Many young people, aware of the rapid development and widespread use of generative forms of artificial intelligence, assume that the knowledge and skills they will need to navigate their future bear little relationship to those offered by the study of history. In response to these assumptions, Kieran Lavis and Katharine Burn draw on national and international calls for the promotion of AI literacy to set out a powerful defence of the subject’s relevance. Their article demonstrates the vital contribution that history education can make to the development of two specific AI competencies: recognition of the need and the ability to evaluate AI-generated content critically; and appreciation that such content is the product of human decisions, and thus far from being objective or neutral. They also sound an important note of caution, urging teachers not to sell history short as they seek to demonstrate its relevance, thereby risking a dangerous slide into generic forms of ‘critical thinking’...