Applying the Flipped Classroom Model in Educational Studies Courses for Pre-Service Teachers

The Flipped Classroom Model (FCM) has emerged as an innovative pedagogical approach that promotes active learning, learner autonomy, and interaction in higher education. This study examines the application of the Flipped Classroom Model in Educational Studies courses for pre-service teachers within the context of digital transformation in education. The paper reviews the theoretical foundations, implementation process, advantages, and challenges of flipped learning, emphasizing its alignment with constructivist and blended learning theories. In addition, the study analyzes the learning objectives and course content of Educational Studies and proposes a flipped classroom lesson design integrating pre-class, in-class, and post-class learning activities through Learning Management Systems (LMS). The instructional design combines self-directed online learning, collaborative problem-solving, case-study analysis, and reflective learning activities to enhance students’ pedagogical competencies and professional skills. The findings indicate that the flipped classroom model contributes positively to students’ engagement, critical thinking, communication skills, teamwork, and self-regulated learning abilities. However, successful implementation requires adequate technological infrastructure, instructional design competencies, and institutional support. The study suggests that applying FCM in Educational Studies courses can support pedagogical innovation and improve the quality of teacher education in the digital era.