This study examines how documentary films can be used as a didactic tool when teaching about the Holocaust, and what opportunities and challenges current research highlights. Based on a review of national and international studies, the analysis focuses on how documentary films influence students’ emotional reactions, historical understanding, and ability to think critically about sources.

The results show that documentary films can create strong engagement and help students understand historical events through personal testimonies and visual material that make the past feel more concrete. However, research also points to several challenges. Students often view documentaries as completely truthful and may not question the filmmaker’s perspective or the choices behind the film. Strong emotional reactions are common, and without support from the teacher these reactions may overwhelm students or lead to simplified interpretations of the Holocaust.

Overall, the study concludes that documentary films can be a valuable resource in Holocaust education, but only when they are framed by careful preparation, guided discussion, and opportunities for students to reflect and analyse the material.

Keywords: Documentary film, Holocaust education, History education, film in education, pedagogical use of film