Sanogenic thinking is a psychological process aimed at preserving and improving mental health through the conscious re-interpretation of stressful or challenging situations. Within the context of teacher education, developing sanogenic thinking can equip future teachers with effective strategies for stress management, emotional regulation, and interpersonal communication. This article examines the theoretical underpinnings of sanogenic thinking, outlines empirical methods of fostering it in teacher-training programs, analyzes relevant findings, and discusses the broader implications for educational practice. Results reveal that activities designed to enhance self-awareness, empathy, and reflective practice contribute significantly to the growth of sanogenic thinking. The study highlights that structured interventions focused on cognitive reframing and emotional self-regulation can play a vital role in strengthening the professional resilience of future teachers. These findings emphasize the potential for sanogenic thinking to promote not only personal well-being but also a more supportive and sustainable environment for both educators and students.

Sanogenic thinking, teacher education, professional resilience

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