This study aims to examine the multidimensional contributions of spatial literacy in history education. Traditional history teaching has long emphasized the chronological transmission of events; however, a meaningful understanding of historical processes requires more than knowing when events occurred. It also necessitates an understanding of where these events took place, under which spatial conditions, and within what environmental and social contexts. From this perspective, spatial literacy has emerged as a fundamental component of historical thinking. Spatial literacy encompasses individuals’ abilities to analyze spatial relationships, recognize spatial patterns, and interpret these relationships through visual representations. These skills enable students to establish cause–effect relationships, evaluate change and continuity, and better comprehend the social, economic, and cultural dimensions of historical events. The literature highlights that the use of maps, diagrams, models, and digital tools—such as Geographic Information Systems (GIS), digital maps, and augmented reality applications—significantly enhances spatial thinking and supports deeper historical understanding. Place-based learning, fieldwork, and local history studies further strengthen students’ connections between history and their immediate environments, contributing to increased engagement and learning retention. In addition, student-centered approaches such as problem-based learning and project-based learning promote spatial analysis, inquiry, and critical thinking skills. Overall, this study demonstrates that spatial literacy is not a supplementary element in history education but a core dimension of historical thinking, essential for developing a holistic and contextualized understanding of the past.