Objective:

This paper aims at configuring a theoretical framework for educating critical thinking in History lessons at the university.

Methods:

The authors rely on qualitative approach through historical and logical analysis and synthesis, supported by documentary analysis methods.

Results:

The author devise a theoretical framework for educating historical thinking that leads to History lessons strategically planning. Four main concepts were outlined for historical thinking education: They are the following: 1) The historical relevance and the principle of change and permanence through time; 2) interpretation through historical original sources; 3) historical imagination and empathy; and 4) narrative representation of history.

Conclusions:

The proposed conceptual theoretical framework shows the need to develop students' historical thinking through various concepts that function as a complex process of logical and analytical thinking. This requires a close relationship between the theoretical domain of these concepts and good practice in History instruction.

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