Abstract
<jats:p>The article addresses the problem of forming professional thinking of future history teachers in the context of contemporary transformations in higher pedagogical education. Based on the analysis of scientific sources, the essence of professional thinking is clarified as an integrated characteristic that combines analytical, reflective, value-based, and activity components of professional training. The pedagogical conditions for its formation are substantiated, including the integration of subject-specific, psychological-pedagogical, and methodological training; the organization of practice-oriented learning; the development of the reflective and ethical component; and the use of digital technologies. The ways of implementing these conditions in a pedagogical university are identified through the application of active and interactive teaching methods, pedagogical practice, project-based learning, and digital tools. The expected outcomes of forming professional thinking are outlined as the ability for critical analysis, historical interpretation, pedagogical reflection, and making professionally grounded decisions.</jats:p>