Teachers' Perception on Integrating Flipped Classroom Models in Higher Education Courses

Abstract

This study investigates the implementation of the Flipped Classroom Model (FCM) in Lahore, Pakistan's higher education landscape. Through an exploration of teachers' perceptions and an assessment of the impact of cultural and contextual factors, this research contributes valuable insights into the dynamics of pedagogical innovation. While employing a quantitative approach, data was collected from a sample of 350 teachers across private universities in Lahore using survey questionnaires. The study reveals generally positive perceptions of FCM among educators in Lahore, in line with international discourse on its potential to enhance student engagement and active learning. It identifies technological access and practical professional development opportunities as crucial factors influencing these perceptions. Additionally, the research highlights the significant role of cultural and contextual factors, including cultural diversity, local pedagogical practices, and alignment with cultural preferences, in shaping FCM adoption. Language barriers are recognized as a particular challenge within this context. This study underscores the relevance of FCM in Lahore's higher education context and the importance of tailoring strategies to address cultural and contextual influences. The study advocates for greater attention to language diversity and equitable access to technology resources. As educators and institutions continue to explore innovative approaches such as FCM, they are better poised to provide an inclusive, effective, and culturally responsive education.