This study examines the preparation of historian-teachers at the master's level within specialized historical disciplines, emphasizing the integration of historiographical rigor, pedagogical theory, and technological innovation. It explores the synthesis of traditional and constructivist teaching models, highlighting the role of artificial intelligence and digital tools in enhancing source analysis, curriculum design, and instructional delivery. The research addresses ethical considerations related to algorithmic bias, intellectual property, and academic integrity, situating these within national frameworks such as Uzbekistan's State Educational Standards and international comparative contexts. Interdisciplinary approaches are underscored, linking history with sociology, anthropology, economics, and digital humanities to enrich analytical capacities and civic education. Methodological frameworks including inquiry-based learning, competence-based education, and outcome-based models are discussed alongside instructional design strategies that incorporate interactive, heuristic, and flipped classroom methods.