<p>Preparing future educators requires not only disciplinary knowledge but also the ability to reason under uncertainty, reflect on practice, and adapt instruction to complex learning contexts. Traditional pedagogical approaches in mathematics and management education often rely on deterministic models that inadequately represent the ambiguity inherent in real-world problem solving. This study proposes a fuzzy theory–driven experimental pedagogy for pre-service teacher education, integrating fuzzy reasoning directly into classroom experimentation and reflective learning. Experimental modules grounded in fuzzy logic were designed to model partial understanding, linguistic judgment, and adaptive decision-making, supported by a simple fuzzy mathematical framework linking conceptual understanding, reflection, and adaptive reasoning. Using a mixed-method case study within an Integrated Teacher Education Programme, data were collected through conceptual assessments, reflective journals, and classroom observations. The findings indicate that fuzzy-based experimental pedagogy enhances conceptual clarity, reflective judgment, and pedagogical adaptability by treating uncertainty as a productive learning condition. The study contributes a novel pedagogical framework that extends fuzzy theory beyond assessment into instructional design, offering a practical and theoretically grounded approach to teacher capacity building aligned with 21st-century educational competencies.</p>