DEVELOPING HISTORICAL THINKING IN STUDENTS THROUGH TEACHING THE HISTORY OF PEDAGOGY

This article examines the pedagogical and methodological aspects of fostering historical thinking among students through the study of the history of pedagogy. Particular attention is given to the nature and characteristics of historical thinking, its cognitive structure, and the educational conditions that facilitate its development. The paper explores the role of competency-based education and contemporary pedagogical strategies in enhancing students’ ability to interpret historical-pedagogical phenomena critically. Furthermore, the effectiveness of interactive learning techniques, digital educational tools, and comparative-historical approaches is discussed as a means of strengthening historical awareness and analytical skills within the educational process.