Exploring Readiness for Flipped Instruction: Teachers’ Perspectives on Innovative Pedagogy

The flipped learning model is one of the innovations in educational technology whose aim is to improve teaching practices, increase student participation, and enhance learning results. In a flipped classroom, the traditional model of delivering lessons, lectures, and other instructional activities is turned on its head. During class, students engage in active learning exercises, while instructional materials such as video lectures are provided before class. This study seeks to understand the readiness of faculty members to adopt flipped teaching in their courses. Using descriptive research, a survey dataset was collected from 152 faculty members of the social sciences departments from three public sector universities in Multan district. A convenience sampling method was employed for participant selection. Data analysis was performed using SPSS software. The findings reveal that faculty members possess a positive readiness toward implementing flipped instruction, with greater readiness demonstrated by female instructors as compared to males. The data also indicates that a large number of faculty members are sufficiently skilled in technological integration into teaching. This study makes an important contribution concerning the implementation of flipped learning as an innovative pedagogical approach because it emphasizes its potential to enhance teachers' preparedness for adopting innovative teaching approaches.