The article explores the role of simulation technologies in the development of communicative culture – one of the key professional and pedagogical competencies of future primary school teachers. The aim of the study is to analyze the potential of simulation technologies in fostering communicative culture among prospective educators, based on both national and international research. To reveal the theoretical foundations of the issue, methods such as content analysis, critical comparison, systematization, and generalization are employed.

The study clarifies the conceptual meaning of «communicative culture», analyzes various scholarly perspectives on its interpretation, and identifies the significance of this quality in the professional activities of primary school teachers. Particular attention is paid to current challenges and barriers in the process of developing communicative culture among future teachers, including the gap between theory and practice, the predominance of digital communication, individual personality traits of learners, and sociocultural factors. As an effective solution to these problems, the study proposes the implementation of practice-oriented simulation technologies. The review highlights the impact of applying simulation-based methods in the pedagogical process of higher education institutions on the professional training of future teachers. Emphasis is placed on practical tools that contribute to the formation of students' communicative culture, such as role-playing games, case studies, virtual classrooms, and others. The findings demonstrate that simulation technologies serve as an effective means of integrating theory and practice in teacher education and play a vital role in the formation of communicative culture among future professionals.