Individuals equipped with critical thinking skills are capable of evaluating the consequences of their actions in digital environments and ensuring their personal safety while actively using technology. This study aims to examine the impact of critical thinking practices on reducing the digital footprints of prospective teachers. The research was designed as a quasi-experimental study with a pretest-posttest control group model. The study group consisted of 66 pre-service teachers enrolled in the fourth year of the Social Studies Teacher Education Program in Türkiye during the fall semester of the 2022–2023 academic year. Over a five-week implementation period, the experimental group (n=32) received critical thinking instruction aimed at minimizing digital footprints, while the control group (n=34) continued with the standard curriculum. Data were collected using the "Survey on Higher Education Students' Use of Digital Media," a semi-structured interview form, and a peer assessment form, all developed by the researchers. The findings revealed a statistically significant improvement in the experimental group regarding digital footprint reduction. Additionally, data obtained from the peer assessments and interviews supported the quantitative findings, demonstrating the positive impact of critical thinking practices. Keywords: critical thinking, digital footprint, pre-service teachers, social studies teaching