This editorial introduces a special issue examining the intersections between historical consciousness and moral consciousness within history education. Situated in a global context of political instability and renewed interest in the role of history in contemporary conflicts, the authors argue that understanding the ethical dimensions of the past is central to developing informed democratic citizens. Drawing on a four-year international research project, the editorial outlines both theoretical and empirical investigations into how learners interpret historical narratives and connect them to moral judgement. Comparative studies across Australia, Finland, and Sweden highlight the ways students engage with historical sources and express moral reasoning. The issue also emphasises the importance of interdisciplinary and cross-cultural perspectives in analysing difficult and contested pasts. Overall, the editorial contends that integrating moral reflection into history education can support deeper historical understanding and foster critical engagement with present and future societal challenges.