The article explores the effectiveness of spiritual and enlightenment activities as a cognitive factor in developing the intellectual potential of students in higher pedagogical education. The study addresses the existing gap between traditional moral upbringing and students’ cognitive development. Based on a research experiment conducted at secondary school No. 41 in Andijan with 12 practicing students, the author proposes a structural model for integrating interactive technologies, including debates, case studies, and project-based learning. The results, analyzed using qualitative and quantitative indicators, demonstrate a significant increase in students’ analytical thinking (28%), creativity (34%), and metacognitive control (26%). The findings confirm that transforming students from passive listeners into active organizers of educational events fosters critical thinking and professional competence.