This study examines the role of critical thinking in promoting the values of citizenship and coexistence through historical thought. Its relevance stems from the growing emphasis by Morocco’s Ministry of National Education, Primary Education, and Sports on integrating life skills—especially critical thinking— into educational frameworks to support learners’ academic, personal, and professional growth. This orientation draws inspiration from the Delors Report, which redefined education around four key pillars, including learning to live together. Adopting a theoretical approach, the study addresses the central question: To what extent does learning critical thinking within the framework of historical thinking contribute to reinforcing the values of citizenship and coexistence? It hypothesizes that critical thinking, when developed through historical inquiry, plays a vital role in shaping socially responsible and civically engaged individuals. The findings indicate that historical thought offers a fertile ground for cultivating critical thinking, which in turn supports the internalization of citizenship and coexistence values. This suggests that history education, when approached critically, can move beyond content delivery to become a transformative practice that prepares learners to think independently, act ethically, and participate constructively in society.