In recent years, flipped learning (FL) has become a popular instructional model across several disciplines by flipping the traditional in-class instruction time with out of class activities (Shand & Farrelly, 2017). The notion behind flipped classrooms is to devote the limited in-class time for hands-on inquiry activities, while the course delivery is done outside the classroom (Bergmann & Sams, 2008; Tomory ve Watson, 2015). This gives students opportunities to examine course content in a flexible time and space, while in class time is dedicated to discussions, lab, hands-on activities, and small group activities and practices.
Due to pandemic, hybrid-schooling has become more prevalent (Azorin, 2020) and FL has been identified as an instructional model to support active learning. A recent study showed that students were more satisfied with FL models than any other online modes (such as MOOCs, live audio, and live video) and FL improved their conceptual understanding and attention to the course content (Tang et al. 2020). Empirical research is mostly conducted on STEM areas in post secondary
education (Wright & Park, 2021) and in K12 mostly with high school students (Lo & Hw, 2017). Research mostly provides evidence for a positive effect on achievement in STEM (Fung et al., 2021; Wright & Park, 2021), engagement in different
disciplines (Bond, 2020). Considering the challenges, students face difficulties in accessing help and guidelines and limited student preparation.
However, teachers felt overwhelmed with the available online resources and tools and stated the lack of knowledge about online/remote teaching strategies (Trust & Whalen, 2020). This might be because most teachers’ lack of online teaching
experiences prior to pandemic (Mashall et al. 2020). It is expected that even after the pandemic, hybrid learning will be an important instructional revenue for most schools (Babatunde Adedoyin & Soykan, 2020). FL is complementary to EU’s fit for
digital age priority and action 2-fostering blended learning for primary and secondary education. Furthermore, the World Bank (2021) and the Turkish Ministry of National Education prioritize enhancing teachers’ digital competencies for hybrid
learning. However, teachers state the lack of materials needed for flipped instruction (Chen 2016; Grypp and Luebeck, 2015) and find it time consuming (Akçayır & Akçayır, 2018).
Considering that the schools of the 21st century still rely heavily on traditional modes of instruction (WEF, 2020), FL could be a potential revenue for students’ active engagement in language (Turan & Akdag Cimen, 2020) and science learning
(Lee, Jeong & Hong, 2021), This study aims at addressing teachers’ needs of flipped learning materials and their knowledge of flipped learning. Therefore, the purpose of this study is to increase teachers’ pedagogical competencies towards flipped learning.

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With the objective to increase the research activity directed towards the achievement of the United Nations 2030 Sustainable Development Goals, the possibility of associating scientific projects with the Sustainable Development Goals is now available in Ciência_Iscte. These are the Sustainable Development Goals identified for this project. For more detailed information on the Sustainable Development Goals, click here.