The article examines pedagogical issues arising in the development of logical thinking skills among future informatics teachers in the context of artificial intelligence. The aim of the study is to systematize the subject-specific activities through which future informatics teachers’ logical thinking skills are manifested when mastering informatics content, to identify pedagogical issues arising in the development of these skills in the context of artificial intelligence, and to substantiate the relationship between their underlying causes and possible solutions. The study employed methods of scientific literature analysis, comparative analysis, theoretical generalization, systematization, and pedagogical interpretation. The manifestations of logical thinking skills in learning activities were systematized based on the interrelationship between thinking operations and logical reasoning activities. The analysis of informatics content identified their subject-specific manifestations in such areas as algorithmization and programming, information modeling, data processing, computer systems, network technologies, information security, and computer graphics. An analysis of the capacity of artificial intelligence tools to support or fully or partially perform these logical activities, in relation to preserving learners’ independent logical activity, revealed three key pedagogical issues: preserving learners’ independent logical activity; ensuring that learners independently verify AI-generated results and formulate reasoned conclusions based on them; and preparing future informatics teachers to use artificial intelligence tools in accordance with pedagogical goals. The causes underlying the identified issues and pedagogical approaches to addressing them were systematized. The findings indicate that the pedagogical significance of using artificial intelligence tools in the development of logical thinking skills should be considered not only in terms of their technological capabilities but also in terms of whether they support or substitute learners’ independent logical activity.