Bridging Design and Practice: Evaluating an ADDIE-Based Selective Flipped Learning Framework for Sustainable Pedagogical Change in Engineering Education

This study explores the sustainability of pedagogical innovation in higher education by examining a faculty-collaborative, ADDIE-based selective flipped learning framework in an engineering education context. It addresses a persistent challenge in engineering classrooms, namely the mismatch between traditional teaching approaches and the diverse learning needs of students, while also considering whether such innovations can be realistically sustained over time. A mixed-methods sequential explanatory design was implemented in a foundational Circuits I course at Princess Sumaya University for Technology (PSUT), involving 110 undergraduate students and eight faculty members. The ADDIE model guided the design and implementation of selectively flipped instructional materials. Quantitative data were analyzed using independent samples t-tests, while qualitative data from surveys, interviews, and focus groups were examined through thematic analysis to better understand faculty experiences and implementation processes. The findings show statistically significant improvements in student performance. Independent samples t-tests indicated significant differences in overall scores and final exam performance (p < 0.001), while additional analyses of formative assessment components also demonstrated statistically significant improvements. At the same time, the results reveal important implementation challenges. Although the course was collaboratively designed, implementation varied across instructors, and faculty were divided in their willingness to continue using the approach. This highlights a clear gap between instructional design and classroom practice, shaped by both human and institutional factors. Overall, the study suggests that well-structured instructional design models such as ADDIE can support improved learning outcomes. However, the findings do not provide conclusive evidence of long-term sustainability; rather, they highlight the conditions under which pedagogical innovations may be sustained, including institutional support, faculty engagement, and alignment with teaching realities.