The research aimed to design an electronic training program based on adaptive learning and measure its effectiveness in developing design and produce digital content skills for special education female teachers. The researchers used a cognitive test to measure cognitive skills and a product quality assessment card for performance skills. The study sample consisted of 60 teachers, with (30) in each group (control and experimental). The researchers followed a quasi-experimental design. The study found statistically significant differences at a significance level (α ≤ 0.05) between the mean scores of the control and experimental groups in the post-test cognitive test related to digital content design and production skills, favoring the experimental group. There were also statistically significant differences at a significance level (α ≤ 0.05) between the mean scores of the experimental group in the post-test product quality assessment card, related to performance skills of digital content design and production. A statistically significant correlation was found at a significance level (α ≤ 0.05) between the mean scores of the experimental group of special education teachers in Mecca in the post-test of both the cognitive test and the product quality assessment card. The study recommended focusing on adaptive learning to develop performance and technical skills to enhance the efficiency of special education teachers in digital content design and production, thereby improving the quality of the educational process for people with disabilities.