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Abstract
The growing complexity of modern educational environments has significantly increased the psychological and emotional demands placed on teachers. Alongside professional knowledge and methodological competence, future teachers are required to demonstrate emotional stability, reflective capacity, and resilience to stress. In this context, the development of sanogenic thinking in prospective teachers emerges as a crucial pedagogical and psychological problem. Sanogenic thinking is understood as a conscious cognitive-emotional process aimed at maintaining psychological well-being through emotional regulation, reflection, and constructive interpretation of stressful experiences. This article examines the theoretical foundations of sanogenic thinking, analyzes its relevance to teacher education, and identifies the key psychological mechanisms and pedagogical conditions that support its development. The study substantiates the necessity of integrating sanogenic thinking into teacher education programs as an essential component of sustainable professional competence and burnout prevention.
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