Abstract

This study aimed to enhance the capacity of teachers at Jashore University of Science and Technology (JUST) to manage blended classes effectively by introducing them to the Flipped Classroom (FC) model. Through a series of workshops and training sessions, teachers and students explored FC concepts, methodologies, and best practices. Teachers who participated in the initial workshop began implementing FC in their classrooms, and after three months, they reconvened to discuss their experiences, challenges, and the overall impact of FC on their teaching. In addition, students from various university departments received training on FC usage. Afterward, both teachers and students completed separate questionnaires, sharing their perspectives on the FC approach. The analysis revealed mixed reactions from teachers, while students generally responded positively to FC. Teachers expressed hesitation to adopt FC, citing increased workload, limited technical knowledge, and inadequate technological support. Additionally, many teachers lacked formal pedagogical training, which compounded the challenges of transitioning to this model. Conversely, students displayed strong interest in flipped learning, with many expressing a desire for FC-based methods across all courses. In light of these findings, the study recommended providing teachers with pedagogical and technology-focused training and hiring additional staff to help reduce the current teaching workload. Overall, this study offers valuable insights for teachers, students, and educational authorities in Bangladesh, highlighting the readiness and potential benefits of FC for elevating tertiary education standards.

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