This paper examines conceptions of criticality in the History learning environment in Sweden, Russia, and Australia as evidenced in one sample upper secondary school in each country. The combined findings of the analysis of policy, interview and classroom data provide a transnational account of criticality and its instruction and reveal some inconsistencies in the articulated value of criticality for different groups of students. Based on the transnational findings, some harmonisation measures are proposed to ensure the equity of education with regard to criticality instruction for all upper secondary students, as required in the national curricula in Sweden, Russia and Australia.