The article addresses the pressing issue of developing the speech culture of future primary school teachers within the modern educational paradigm of 2026. In the context of global digitalization and the transformation of communicative norms, the professional competence of a teacher is inextricably linked to the mastery of literary language standards, rhetorical skills, and the ethics of interpersonal communication. The research aims to identify effective pedagogical conditions and methodical approaches that contribute to the systematic improvement of the linguistic culture of students majoring in "Primary Education." The study analyzes the current state of speech training among students, identifying typical lexical, grammatical, and stylistic errors that occur in professional communication. Particular attention is paid to the influence of the digital environment and social media on the deformation of the language corpus of future educators. The author emphasizes that a primary school teacher serves as a fundamental linguistic model for pupils; therefore, their level of speech culture directly impacts the formation of the national identity and communicative literacy of the younger generation. The methodical component of the article proposes an integrated model for enhancing speech culture, which includes the implementation of interactive learning technologies, the use of specialized elective courses on linguistic rhetoric, and the systematic involvement of students in professional discussions and debates. The results of the study indicate that a conscious attitude toward one’s own speech, combined with the mastery of innovative communication techniques, significantly increases the competitiveness of graduates in the labor market. The practical significance of the work lies in the possibility of implementing the developed recommendations into the educational process of higher pedagogical institutions to ensure high standards of professional training.