With the digitalization of education and the active implementation of artificial intelligence technologies, the development of critical thinking in future mathematics teachers, which is necessary for analyzing educational situations, reasoning behind decisions, and reflective pedagogical activity, is becoming increasingly important. The aim of the study is to theoretically substantiate and experimentally test the potential of using AI simulators integrated with VR technologies as a tool for developing the critical thinking of future mathematics teachers while teaching specialized geometry. The research methods included an analysis of scientific sources, a pedagogical quasi-experiment with control and experimental groups, diagnostic methods for assessing critical thinking components, and a quantitative and qualitative analysis of the data obtained. The experiment was implemented using a pretest-posttest design using an AI simulator in virtual reality, providing modeling of spatial geometric situations and adaptive feedback. The study results showed statistically significant positive dynamics in the critical thinking development levels of students in the experimental group compared to the control group. The most pronounced changes were recorded in the components of analysis, reasoning, and reflection. The key findings are that the integration of AI simulators and VR technologies into the digital educational environment creates effective pedagogical conditions for the targeted development of critical thinking in future mathematics teachers and improving the quality of teaching specialized geometry.