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<p>As education faces unprecedented complexity, the traditional view of teachers as content deliverers is no longer sustainable. This study redefines teachers as adaptive learning designers by using student-informed evaluations to assess instructional strengths and gaps. Through Exploratory Factor Analysis (EFA) and thematic analysis, critical insights into design competencies and blind spots were surfaced. In response, two frameworks are proposed: (1) the <i>Triadic-Themed Design Framework</i>—comprising Value-Infused, Curiosity-Driven, and Technology-Driven Learning, aligned with Malaysia’s Standard 4 and flipped learning pillars; and (2) the <i>Career-Long Teacher Learning Framework</i>, promoting continuous, reflective professional growth anchored in student feedback. Together, these frameworks reposition teachers as agile designers who innovate ethically and evolve responsively. By bridging flipped learning practices with 21st-century competencies, this study offers a blueprint for cultivating resilient, future-ready educators and calls for systemic transformation towards institutional cultures that champion authentic, student-partnered, and lifelong professional learning ecosystems.</p>

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Pre-service teachers’ perceptions of instructional design in a flipped learning course: a Malaysian case study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年4月18日

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  • Norliza Kushairi,
  • Susan L. Robertson

摘要

As education faces unprecedented complexity, the traditional view of teachers as content deliverers is no longer sustainable. This study redefines teachers as adaptive learning designers by using student-informed evaluations to assess instructional strengths and gaps. Through Exploratory Factor Analysis (EFA) and thematic analysis, critical insights into design competencies and blind spots were surfaced. In response, two frameworks are proposed: (1) the Triadic-Themed Design Framework—comprising Value-Infused, Curiosity-Driven, and Technology-Driven Learning, aligned with Malaysia’s Standard 4 and flipped learning pillars; and (2) the Career-Long Teacher Learning Framework, promoting continuous, reflective professional growth anchored in student feedback. Together, these frameworks reposition teachers as agile designers who innovate ethically and evolve responsively. By bridging flipped learning practices with 21st-century competencies, this study offers a blueprint for cultivating resilient, future-ready educators and calls for systemic transformation towards institutional cultures that champion authentic, student-partnered, and lifelong professional learning ecosystems.