In the context of the digitalization of modern education and the growing need to enhance students’ cognitive engagement, the integration of gamification into the educational process has become increasingly relevant. This study examines the essence of gamification, its pedagogical and psychological characteristics, and its potential applications in history education. In this regard, gamification is defined as a contemporary pedagogical approach that enhances learning effectiveness through the incorporation of game elements into the instructional process. The aim of the study is to identify the methodological foundations for the use of gamification elements in teaching history at the secondary school level and to provide a scientific justification for their effectiveness in developing students’ cognitive engagement and historical thinking skills. The findings indicate that the use of gamification elements significantly increases students’ participation in classroom activities. Furthermore, an increased interest in history, improved information retention, and the development of critical thinking skills were observed. Game-based methods facilitate the understanding of complex historical events and contribute to a deeper comprehension of the subject matter. In addition, group work and competitive elements positively influence the development of students’ communication skills. The results demonstrate that the systematic implementation of gamification technologies not only improves the quality of history lessons but also promotes students’ autonomous learning. The outcomes of the study are aimed at developing a system of methodological recommendations for history teachers.