The article studies the effectiveness of the use of interactive techniques and technologies in the development of social-emotional skills among future elementary school teachers in the process of teaching disciplines of the professional training cycle. It also aims to determine the influence of certain elements of educational programs on the development of key social-emotional skills. A mixed-methods approach was employed, combining quantitative methods (testing, questionnaires, statistical analysis) to assess the development of students' social-emotional competencies. Standardised questionnaires such as the Emotional Intelligence Questionnaire, Emotion Regulation Scale, and Social Competencies Questionnaire, as well as statistical methods, in particular, t-test and correlation analysis, were used in the study. The results demonstrated a significant increase in the level of social-emotional skills of students after passing the course of disciplines of the professional cycle. In particular, the level of empathy increased from 3.45 to 4.05 points, while the ability in emotion regulation increased from 3.25 to 4.00 points. Role plays and group discussions showed the highest effectiveness, in particular in the improvement of communicative skills in which the level increased from 3.30 to 4.10 points. The practical significance of the study is in the potential use of its results for the improvement of curriculum oriented on the development of social-emotional competencies of future teachers. Based on the findings, further study perspectives might include the analysis of the long-term influence of interactive technologies on the development of social-emotional skills in teachers' professional activity.