History education plays a crucial role in fostering civic and patriotic qualities, cultural development, and socialization. The emergence of a democratic society highlights the need to nurture independent thinkers within the school system. One solution is to enhance students' historical thinking, emphasizing analysis of past facts through concept-based and inquiry-based learning. The study aims to comprehensively explore scientific, pedagogical, and didactic approaches fostering effective historical knowledge development in grades 6-10.

Utilizing dialectical principles as the methodological base, the study employs systemic, structural, functional, and comparative analysis, alongside surveys, expert evaluations, and statistical methods. Results summarize the contributions of European, Russian, and Kazakh researchers, emphasizing the personal component in the readiness to cultivate historical knowledge through concept-based learning. Additionally, an expert assessment of concept development efficiency in the educational environment is provided.

This research holds practical and theoretical significance by guiding adjustments, instilling conceptual historical thinking in students according to their educational level, and providing insights into effective teaching strategies for historical knowledge development.