This study examines the effectiveness of pedagogical animation as an approach for developing socio-cultural competencies among teacher trainees. The experimental research was conducted in a university environment with the participation of forty students enrolled in the part-time Bachelor’s degree programme in Preschool and Primary School Pedagogy at Burgas State University “Prof. Dr. Assen Zlatarov”. The participants, all in their final year of study and preparing for graduation, were divided into an experimental and a control group. The experiment was conducted under the academic supervision and motivational guidance of Assoc. Prof. Dr. Zlatka Dimitrova, whose lectures inspired the students to apply the principles of pedagogical animation in practice. The experimental group was trained through Abner’s three stage model, which integrates social engagement, creative interpretation, and professional cultural realisation. A mixed-method research design was applied, combining observation, structured interviews, and quantitative analysis. The results revealed a significant improvement in the experimental group’s levels of motivation, creativity, cultural sensitivity, empathy, and professional confidence, whereas the control group showed only moderate progress. The findings confirm that pedagogical animation can function as an effective educational technology for fostering socio-cultural awareness, professional growth, and cultural mediation in future teachers. When applied within university training, this approach enables students to recognise the educational potential of cultural heritage as a dynamic resource that connects learning with community, identity, and professional development.