Integrating ICT into the flipped classroom in life and Earth sciences Perceptions, practices, impacts and challenges
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Abstract
This study explores the integration of Information and Communication Technologies (ICT) in the practice of the flipped classroom (FC) in Life and Earth Sciences (LES). Based on a survey of 18 teachers, it examines their perceptions, practices, impacts, and challenges associated with this approach. Results indicate that FC fosters student autonomy and enhances engagement, but requires equitable access to digital resources and adequate teacher training. Major challenges include technical issues, lack of training, and preparation time. The study emphasizes the importance of technological and pedagogical support to maximize the benefits of FC.
keywords: Flipped Classroom, ICT, LES, Pedagogy, Education
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