This editorial introduces a special issue on epistemic cognition in history education, defined as individuals’ beliefs and reasoning about knowledge and knowing within the discipline of history. It situates the field within longstanding philosophical debates about the nature, objectivity, and representation of historical knowledge, while highlighting its renewed importance in contemporary contexts shaped by misinformation and populism. Drawing on prior research, the authors emphasise the centrality of epistemic understanding to historical thinking, noting students’ and teachers’ persistent difficulties in interpreting evidence and managing competing accounts. The editorial reviews key theoretical frameworks and methodological challenges, including tensions between developmental, dimensional, and situated approaches to epistemic cognition. It also synthesises contributions in the special issue, which explore measurement, pedagogy, and contextual influences across diverse educational settings. The authors conclude that epistemic cognition is closely linked to historical reasoning but remains incompletely understood, calling for further research integrating multiple methods and perspectives to advance both theory and practice.