This article explores the issue of developing constructive communication skills in future teacher-psychologists within the higher education system of the Republic of Kazakhstan. Constructive communication is considered a key professional competency that ensures the effectiveness of pedagogical and psychological work. A theoretical analysis of academic sources reveals that insufficient attention to students’ communication development often leads to professional difficulties, stress, and conflicts. The paper substantiates the use of psychodrama as an effective psychotechnology that fosters empathy, active listening, dialogical thinking, and reflection. The results of an experimental study conducted at M. Auezov South Kazakhstan University with undergraduate students are presented. The findings confirm the positive impact of psychodrama on the development of constructive communication skills. The article also provides practical recommendations for integrating psychodramatic techniques into the educational process. This research can be useful for academics, educators, and practitioners in the fields of pedagogy and psychology.