<p>This study examined the effectiveness of integrating mobile technologies into the 5E learning cycle model in improving pre-service science teachers’ learning outcomes in physics laboratory contexts. A quasi-experimental design was employed with 64 participants, assigned to an intervention group (<i>n</i> = 32) and a control group (<i>n</i> = 32). Data were collected using the Academic Achievement Test (AAT), the Attitude Scale toward Physics Laboratory (ASPL), and the Scientific Process Skills Test (SPST). The findings indicated that the mobile-supported 5E model led to significantly higher academic achievement, more positive attitudes toward laboratory work, and improved scientific process skills compared to the traditional implementation. Effect size analyses further supported these findings, indicating large to very large improvements in academic achievement and scientific process skills, and moderate to large improvements in attitudes toward the laboratory. Sub-factor analyses of the ASPL revealed particularly strong improvements in dimensions related to technology use and data analysis, suggesting that mobile technologies can support the connection between conceptual understanding and experimental practice. Overall, the findings highlight the potential of integrating mobile technologies into structured inquiry-based models to enhance laboratory learning in teacher education.</p>