Abstract

This study aimed to develop and validate an instructional model integrating a flipped classroom and collaborative learning approaches to enhance instructional design skills of Chinese pre-service physics teachers. Before developing the model, structured questionnaires and semi-structured interviews were used to collect data from teachers’ and pre-service physics teachers’ perspectives on classroom management to enhancing instructional design skill. Results indicated strong awareness of instructional design and appreciation for digital tools and feedback, but revealed weaknesses in pre-class preparation, collaboration, and classroom engagement. Developing instructional model components consisted of six key aspects include generating model principles, defining learning objectives, designing learning steps, examining the roles of teachers and students, and developing assessment methods to evaluate learning. The instructional model was validate by five experts using standardized rating forms, yielding high average scores (4.00–5.00) and strong reliability (ICC = 0.79–0.87), confirming its theoretical soundness and contextual relevance. Lesson plans were designed to structure and guide instruction, aligning with the instructional model’s principles and learning steps. Seven lesson plans received the average appropriateness score 4.20–5.00 with good consistency (ICC = 0.76), demonstrating strong alignment and feasibility. After complete experts’ validation, the lesson plans were piloted with 40 students. The pilot phase showed high actively engagement that suggests the model are feasible and acceptable to participants. This is a positive indicator for the implementation phase. The study offers a practical and scalable framework for instructional design training in teacher education.

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