Objectives: Despite the pivotal role of teachers in developing logical thinking, the Iranian educational system faces challenges in this area. Previous studies have addressed scattered aspects, and the main gap is the lack of a systematic synthesis that simultaneously examines components, barriers, and strategies. This study aimed to systematically identify and synthesize these three components.

Methods: This qualitative research employed a synthesis method based on Sandelowski and Barroso's seven-step model. A systematic search was conducted in domestic and international databases using relevant keywords from 2019 to 2025. Out of 110 initial sources, 22 studies were selected after screening with CASP criteria. Data were analyzed using thematic analysis at three coding levels, and credibility was ensured through inter-coder agreement (84%) and expert validation.

Results: Three overarching themes were identified: components of logical thinking (reasoning, problem-solving, and mental operation skills); barriers at three structural, cognitive-psychological, and human levels, with structural barriers playing a foundational role; and strategies including educational-pedagogical approaches, empowerment, and curriculum development. The innovation lies in discovering the bidirectional relationship between critical and creative thinking and presenting a three-level model based on prioritizing structural reform over implementing educational strategies.

Conclusion: Developing logical thinking in teachers requires a structural-processual and gradual-spiral approach. The proposed model, emphasizing the priority of reforming structural barriers, then empowering human factors, and finally implementing educational strategies, can guide educational planners in designing systematic interventions.