The formation of logical thinking is considered a cornerstone of professional readiness for future primary school teachers because it underpins lesson design, classroom decision-making, and children’s cognitive development. Although logic-oriented courses are present in most teacher-education programmes, many graduates still demonstrate fragmented analytical skills that hamper their ability to scaffold pupils’ reasoning. The present study proposes and validates an integrative methodology that systematically intertwines formal logic, problem-based learning, and metacognitive reflection across pedagogical disciplines. A mixed-methods design combined a quasi-experiment with qualitative classroom observation in two universities. Quantitative data from pre- and post-intervention tests (N = 124) revealed a statistically significant increase in composite logical-thinking scores in the experimental cohort (t = 4.73; p < 0.01), while control-group gains remained modest and non-significant. Qualitative findings corroborated the numerical trend: student–teachers who experienced the integrative methodology displayed richer theorem-based argumentation, more consistent use of deductive steps, and higher adaptability when modelling tasks for pupils. The article discusses curriculum implications, emphasising the importance of iterative reflection sessions and authentic micro-teaching to consolidate logical habits of mind. It concludes that a carefully scaffolded sequence of logic-embedded activities can elevate future teachers’ professional reasoning and, ultimately, enhance the logical culture of primary classrooms.

Logical thinking, teacher education, primary school, integrative methodology

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