The application of the Flipped Classroom Model in Educational Studies courses for pre-service teachers

The gap

Evidence profile

Sourced from the recommendations and future work and stated research gap and future-work section of the source papers, classified as general, spanning 7 journals.

Supporting evidence — 8 representative gaps

• Determinants of School Teachers' Acceptance of Online Teaching in the Post-COVID-19 Era: A Technology Acceptance Model Approach (2026) · International Journal of Scientific Engineering and Research · doi

  • Provision of Reliable and User-Friendly Digital Tools: Schools and educational authorities should ensure that teachers are equipped with easy-to-use, purpose-driven digital platforms and tools that align with curriculum goals. • Targeted Professional Development and Continuous Support: Teachers require structured, hands-on training that goes beyond basic tutorials. Professional development should include tiered workshops tailored to different proficiency real classroom applications. levels and focus on • Demonstrate Impact on Teaching and Learning Outcomes: Integrate case studies and examples showing how online tools improve student engagement, learning retention, or assessment quality. • Promote Time-Saving Benefits: Highlight how tasks such as grading, technology can streamline Volume 14 Issue 3, March 2026 www.ijser.in Licensed Under Creative Commons Attribution CC BY Paper ID: SE26305111948DOI: https://dx.doi.org/10.70729/SE2630511194831 of 33 International Journal of Scientific Engineering and Research (IJSER) ISSN (Online): 2347-3878 SJIF (2025): 8.036 attendance, and feedback, helping teachers manage workload more efficiently. Offer templates and ready-to- use digital resources to reduce preparation time. • Involve Teachers in Tech Planning: Include teachers in the decision-making process regarding tech adoption to increase relevance and buy-in. Conduct regular feedback sessions to assess whether tools are perceived as helpful and make adjustments accordingly. • Ensure Continuous Support: Maintain access to technical support staff or helplines for real-time assistance. Develop an internal online knowledge base (e.g., FAQs, how-to videos, troubleshooting guides). • Build a Culture of Safe Experimentation: Encourage teachers to try out new tools without fear of failure, celebrate attempts as well as successes. • Recognition and Incentives: Acknowledge tech adoption through awards, stipends, or leadership roles. Include successful integration of online teaching in performance appraisals or professional portfolios. • Ensure Infrastructure and Accessibility: Guarantee that all teachers have access to reliable devices, stable internet, and secure platforms. Minimize the digital divide through resource provisioning and school-wide digital literacy drives. • Support a Blended Learning Culture: Promote the blended model as the standard, allowing teachers to slowly embed technology without abandoning face-to-face strengths.

  generalrecommendations
  Keywords: teachers digital tools support online ensure professional include learning time tech reliable platforms development continuous
• Effect of Flipped Education on Students’ Academic Achievement in Biology (2026) · EBONYI STATE COLLEGE OF EDUCATION, IKWO JOURNAL OF EDUCATIONAL RESEARCH · doi

  Based on the findings of this study, the following recommendations were made: 1. Ministries of education (Federal and State) in conjunction with education institutions in the country should organize seminars and workshops to keep biology teachers abreast with the application of flipped education for instructional delivery. 2. Teachers should endeavour to make teaching more leaner-centred by adopting flipped education which encourages activity-based learning and team work among students as this will promote students’ achievement in science subjects including biology.

  generalrecommendations
  Keywords: education based biology teachers flipped students following recommendations made ministries federal state conjunction institutions country
• EFFECT OF FLIPPED CLASSROOM STRATEGY ON INTEREST IN PHYSICS AMONG SENIOR SECONDARY SCHOOL STUDENTS IN KOGI STATE, NIGERIA (2026) · International Journal of Educational Research and Library Science · doi

  Based on the findings, the following recommendations were made; 1. Teachers should adopt flipped classroom strategy to enhance students’ interest, retention, and application of Physics concepts. 2. Physics Lessons should incorporate interactive and engaging activities that stimulate curiosity, participation, and motivation. 3. Combining flipped classroom strategy with other innovative strategies can provide complementary benefits, improving both interest academic performance of students in Physics 4. Physics teachers should receive professional training in the use innovative teaching methods for effectiveness of their professionalism.

  generalrecommendations
  Keywords: physics teachers flipped classroom strategy students interest innovative based following recommendations made adopt enhance retention
• Effects of flipped learning on secondary students’ chemistry achievement and attitudes (2026) · Eurasia Journal of Mathematics, Science and Technology Education · doi

  improving Implications for flipped instruction These finding draw attention to the potential of the flipped model as a means of student engagement and performance in secondary chemistry classes in Jordan. Nevertheless, wider implementation of this teaching model is bound to consider the contingencies of national educational systems such as differences in school equipment, uneven availability of digital resources and variability in teachers’ computer skills. Institutional support–especially involving the Ministry of Education– is therefore a pre-requisite for designing the necessary circumstances to facilitate sustainable implementation. One form such support might take is integrating principles of FL into the national curricula, revising EURASIA J Math Sci Tech Ed, 2026, 22(5), em2827 teaching standards and systemic investment in digital infrastructure in schools. In order to enhance the efficacy of the intervention, it is suggested that teachers be encouraged to use FL as a result of their ability to develop deeper understanding, engage students actively and decrease dependence on teacher-centered classes. Teachers also need targeted professional development that provides them with the skills to design and manage digital instructional materials, support students in learning independently and reflect on their needs according confidence (Aburayash, 2021). Moreover, future studies should examine FL in noneconomic subjects and at other educational levels to study if it is appropriate or not. More diverse school settings could be introduced to the research, which might add credibility to its findings. By enriching the empirical evidence, educational policy a better makers understanding regarding how FL might be adapted to cater for diverse learners needs and result in sustainable education reform in Jordan. and practitioners level of digital can have their to Funding: No funding source is reported for this study. Acknowledgments: The author would like to thank Ajman University for their cooperation and the dean of scientific research for his guidance and mentorship. Ethical statement: The author stated that the study was conducted in cooperation with the Ministry of Education – Jordan and in accordance with its regulations. Approval was obtained from school administrations, and parental consent was secured prior to data collection. Participation was voluntary, and participants’ confidentiality and anonymity were ensured AI statement: The author stated that generative AI tools were used only for language editing and improving clarity. No AI tools were used the study design, data collection, analysis, or interpretation. The author takes full responsibility for the content. Declaration of interest: No conflict of interest is declared by the author. Data sharing statement: Data supporting the findings and conclusions are available upon request from the author. in REFERENCES Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: Definition, rationale, and a call for research. Higher Education Research & Development, 34(1), 1-14. https://doi.org /10.1080/07294360.2014.934336 Aburayash, H. (2021). The students’ attitudes toward the flipped classroom strategy and relationship to self- learning skills. Journal of Education and Learning, 15(3), 450-457. https://doi.org/10.11591/edulearn. v15i3.18132 Ahmad, S., Ch, A. H., Batool, A., Sittar, K., & Malik, M. (2016). Play and cognitive development: Formal operational perspective of Piaget’s theory. Journal of Education and Practice, 7(28), 72-79. Akçayır, G., & Akçayır, M. (2018). The flipped classroom: its advantages and challenges. 334-345. A review of

  generalrecommendations
  Keywords: education author flipped digital jordan educational school teachers skills support students development learning statement classroom
• English Major Students’ Perceptions of the Flipped Classroom in an EFL Context: A Case Study of Afghan English Major Students (2026) · Educational Point · doi

  https://doi.org/10.3390/educsci15091213 13 / 15 Adib et al. Educational Point, 2026, 3(1), e155 Aljaraideh, Y. (2019). Students’ perception of flipped classroom: A case study for private universities in Jordan. Journal of Technology and Science Education, 9(3), 368-377. https://doi.org/10.3926/jotse.648 Al-Samarraie, H., Shamsuddin, A. & Alzahrani, A.I. (2020). A flipped classroom model in higher education: a review of the 1017–1051.

  generalfuture work
  Keywords: https flipped classroom education educsci adib educational point aljaraideh students perception case private universities jordan
• ENHANCING LECTURER PERFORMANCE: THE ROLE OF AGILITY IN TECHNO-ADAPTABILITY FOR DISTANCE EDUCATION (2026) · Turkish Online Journal of Distance Education · doi

  Several strategic actions that university administrators and policymakers can undertake to enhance agility among educators and enable optimal technological adaptation in distance education include implementing comprehensive training programs aimed at teaching about agile teaching techniques. Approaches such as flipped classroom models and design thinking for teaching get into practices that highly lean towards making lecturers more responsive to the continually evolving technological landscape. Institutions bring about a culture of adaptability and innovation by equipping their faculty with the skills to adapt quickly to new technological trends. These professional development programs prepare the way toward ensuring that lecturers are actually able to use sound technology in learner-centered, dynamic methodologies for education. The environment conducive to technology has also been essential to enabling a lecturer to further embrace digital teaching. So much that universities have to provide the necessary technological resources that include the latest of tools and platforms for distance education, as well as training platforms that foster the discovery and experimenting with new ways of using digital teaching. Equip the institutions with the necessary infrastructures and provide support so that the institutions enable their lecturers to explore and adopt practices that would possibly engage more students and support better learning outcomes. This approach guarantees that lecturers have access to what they need to innovate and be on the cutting edge of educational technology. In addtion, institutional policies should be fully supporting experimentation of the novelty into digital tools and innovative pedagogy. Encouraging experimentation can lead faculty to develop and even improve upon pedagogies such that it fits with the new emerging trends in technology. And further, recognition and rewards of innovative teaching practices can also motivate risk-taking and continuous change of faculty. By creating an experimentation-encouraged environment, universities can promote ownership and creative freedom to become responsive in addressing students’ needs and the changing nature of educational sector. 207 Like wise, this is a time that universities must equally highly value their digital pedagogical formation. Faculty members should not just develop their capacities through faculty development programs to enhance their facility with new technologies but also connect best pedagogical practices to learning environments that included digital learning environments. The latter would allow lecturers to develop quite well with the technology and also with using it effectively to shape the students’ learning experiences. Programs that would effectively prepare the lecturer in the digital teaching complexities would blend technological trai

  generalrecommendations
  Keywords: teaching digital technological lecturers faculty technology programs practices learning education institutions universities students experimentation develop
• Applying the Flipped Classroom Model in Educational Studies Courses for Pre-Service Teachers (2026) · INTERNATIONAL JOURNAL OF SOCIAL SCIENCE HUMANITY & MANAGEMENT RESEARCH · doi

  The study identifies a gap in the application of the Flipped Classroom Model in Educational Studies courses for pre-service teachers. The paper recognizes the need for instructional design competencies and institutional support systems for the successful implementation of FCM. The study acknowledges the importance of addressing the challenges of implementing the Flipped Classroom Model in educational settings.

  generalstated research gapevidence 5/5
  Keywords: study identifies gap application flipped classroom model educational
• Applying the Flipped Classroom Model in Educational Studies Courses for Pre-Service Teachers (2026) · INTERNATIONAL JOURNAL OF SOCIAL SCIENCE HUMANITY & MANAGEMENT RESEARCH · doi

  Future research should investigate the long-term effects of the Flipped Classroom Model on students' learning outcomes. The study suggests that further research is needed to explore the application of the Flipped Classroom Model in different educational contexts. The paper recommends that future studies examine the impact of the Flipped Classroom Model on instructors' professional development and institutional support systems.

  generalfuture-work sectionevidence 4/5
  Keywords: future research investigate long-term effects flipped classroom model

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