This study examines the effectiveness of integrating problem-based learning (PBL) technologies into the professional training of future special education teachers. With the increasing complexity of inclusive education environments, traditional models of teacher preparation often fall short in developing the diagnostic, corrective, and collaborative competencies needed in the field. This research investigates whether a technology-enhanced PBL framework can better prepare pre-service special educators by fostering critical thinking, professional autonomy, and practical problem-solving skills. A mixed-methods research design was employed. Quantitative data were collected through pre- and post-intervention assessments administered to both experimental and control groups consisting of fourth-year students enrolled in a special pedagogy training program. The experimental group participated in a 15-week intervention involving scenario-based learning, online simulations, and structured reflective exercises, while the control group followed the conventional curriculum. Results revealed statistically significant improvements in the experimental group’s professional competencies, particularly in areas related to individualized diagnostics, corrective planning, and collaboration with parents. An independent samples t-test confirmed these findings (t (58) = 6.41, p < .001), with a large effect size (Cohen’s d = 1.65). Qualitative data, drawn from student journals and focus group interviews, supported these results and highlighted increased motivation, cognitive engagement, and the formation of professional identity. Students emphasized that the authenticity of the scenarios and the use of digital tools were instrumental in deepening their learning. Limitations of the study include a restricted sample size, single-institution context, and a relatively short intervention period. Nevertheless, the findings offer valuable insights into the design and implementation of innovative instructional models in special education teacher education. The study concludes that when problem-based learning is supported by relevant technologies and guided facilitation, it holds significant potential to enhance the preparedness of special education teachers for the demands of inclusive and adaptive educational practice.