## 1 Introduction
In light of the findings presented so far, the impact of intelligent learning technologies on educational experiences and results in special education environments is a multifaceted topic. The research suggests that interesting learning environments, adaptive platforms of electronic learning, and the promotion of self-regulated learning are key factors to improve educational experiences for students with special needs. As technology continues to evolve, its reflexive integration into special education practices offers promising paths to improve educational equity and results. The literature collectively underlines the need for the continuous exploration of the effectiveness of online learning technologies to promote inclusive, attractive, and supportive learning environments for all students. According to the literature, there is a complicated relationship between teacher preparation, interactive online learning, and the assistance given to pupils who struggle with math. The key lesson is that, in the wake of the COVID-19 pandemic, efforts to improve education must prioritize sustainability in both teaching techniques and financial allocation. By prioritizing teacher training and interactive technology integration, educational institutions may create more inclusive learning environments that successfully address the needs of all students, especially those who struggle with mathematics. Therefore, the shift to interactive online learning presents both a challenge and an opportunity to reconsider instructional practices and resource allocation in order to support equitable access and long-term success for students with learning disabilities. Therefore, a study examining the effects of interactive online learning and face-to-face mathematics learning disability education programs on teachers' knowledge and self-efficacy will contribute significantly to both the academic literature and educational practices. The findings can provide sustainable information to institutions investing in teacher education, policymakers, and school administrators on how to improve the content, methods, and delivery formats of such programs. In addition, the results can provide valuable insights into the professional development of potential and current teachers and provide guidance on how to best support their sustainable career development and growth in more effective learning environments. The most important innovation that this research will add to the body of knowledge may be the effectiveness of smart learning environments. In addition, a significant part of the research gap in this area can be filled with the results that will be obtained. The purpose of this study is to examine the effects of an interactive online learning (ILL) and face-to-face mathematics learning disability program on teachers' knowledge and self-efficacy levels in terms of their contribution to teaching practices. In this context, the following questions were investigated:  
1. Is there a significant difference between the self-efficacy scores of teachers who received the mathematics learning disability program via interactive online learning (ILL) compared to the face-to-face program? 2. What is the effect size on the knowledge and self-efficacy levels of teachers who received interactive online learning and face-to-face training?