The teaching of the history of economic thought faces multiple challenges in the contemporary university context, especially regarding student demotivation and the perception of rigidity or anachronism in content. This article presents a systematization of teaching experience developed in the History of Economic Thought and Schools course, in two universities (one public and one private) with 214 students during the 2024 academic year. The proposal aims to promote critical thinking through active pedagogical strategies, the use of artificial intelligence platforms, gamification techniques and audiovisual resources. Through a mixed methodology that articulates literature review, bibliometric analysis and situated pedagogical reflection, the contributions of an epistemologically informed and technologically mediated didactics are evidenced. Results show that 72% of students achieved a high level of critical thinking, 70% experienced greater academic motivation, and 65% positively valued the implemented didactic strategies. These findings contribute to building more relevant, critical and innovative teaching in social sciences.
