This article is dedicated to studying the effectiveness of applying psychotechnologies in the preparation of future pedagogues and psychologists in educational institutions of the Republic of Kazakhstan. The relevance of the work is determined by the necessity of integrating innovative psychological and pedagogical practices into the higher education system to improve students' professional qualities. Psychotechnologies such as art therapy, neuropsychological training, meditation, and cognitive-behavioral approaches play a key role in developing personal and professional skills in students of pedagogical specialties. The work analyzes existing approaches and models of psychotechnologies used in pedagogy and psychology, as well as explores their impact on the development of empathy, communication, and reflexive abilities in future specialists. The primary focus is on an experiment conducted at the South Kazakhstan State University named after M. Auezov, in which 36 students participated. The article also includes recommendations for integrating psychotechnologies into the educational programs of pedagogical and psychological faculties, as well as a discussion of the regulatory documents of the Republic of Kazakhstan that support innovative approaches to education. The results of the research confirm the high effectiveness of psychotechnologies in improving students' professional qualities and their readiness for pedagogical and psychological practice.