The primary goal of the project is to improve student learning in secondary education through the implementation of flipped teaching activities, which foster coherence within the curriculum, learning activities, student engagement, and teaching methods. Additionally, the project aims to train teachers, develop lesson tools, and effectively implement these tools. There were eight main objectives to accomplish. 1.Developing a digital learning platform (DLP) that includes online courses on FL sample lesson plans, and interactive networks for teachers to share and discuss their lesson plans. 2.Conducting a pilot study of the DLP with four teachers in each partner country. 3.Developing 120 tools by the trained teachers to be used in flipped classrooms (lesson plans, activity sheets, etc.) and classroom observation forms. 4.Employing 120 tools in classrooms across each partner country and offering feedback on their implementation. 5.Setting up a network of 50 teachers. 6.Organizing an international conference on flipped learning with 100 participants. 7.Creating a short film about the project and aiming to reach 1,000 views on Youtube. 8.Creating five newsletters and distributing them to the projects’ school network other stakeholders.
The COVID-19 pandemic has led to a global shift to remote learning (Playfoot, 2021), and the use of flipped learning (FL) has increased accordingly (Torres Martín et al., 2021). The FL is an educational approach that moves traditional classroom instruction from a group setting to individual learning spaces. In this method, educators transform traditional group settings into engaging, interactive environments where they creatively guide students (FL Network, 2014). The FL utilizes class time for practical inquiry activities, enabling students to independently explore the course material. This approach reserves classroom time for discussions, lab work, and collaborative group tasks (Bergmann & Sams, 2008). The FL promotes student engagement, enhances understanding, facilitates effective technology use, and encourages collaborative learning among students. However, reports indicated that teachers felt unprepared to effectively implement flipped learning due to a lack of necessary technology skills (Lo, 2023) and lack of necessary materials (Chen, 2016). This project aimed to address teachers' requirements for flipped learning resources and develop their understanding of flipped learning.