FLIPPED CLASSROOM INTEGRATION AS AN INNOVATION IN TEACHING PRACTICES IN KAZAKHSTAN HIGHER EDUCATION: A PHENOMENOLOGICAL STUDY OF FACULTY EXPERIENCES

Abstract

Higher education institutions (HEIs) adopt innovations at varying paces, with centralized systems and limited autonomy often hindering progress, particularly in Kazakhstan. Traditional teacher-centered methods remain common, despite the growing need to develop critical 21st-century skills such as critical thinking and teamwork. The flipped classroom (FC) approach offers a way to transition to student-centered learning, yet research on its implementation has largely focused on students, leaving faculty perspectives underexplored. This gap highlights the need to understand faculty experiences to support the effective integration of FC in Kazakh higher education. This research explores the rationale and experiences of faculty members in Kazakhstan as they integrate the FC model into higher education. Through semi-structured interviews with 13 faculty members who have at least one semester of experience using the FC approach, the study identifies key factors influencing the adoption and dissemination of this innovative teaching method. The findings reveal that faculty motivations are driven by dissatisfaction with traditional lecture-based instruction, logistical challenges, and a desire to improve student engagement and learning outcomes. Key facilitators include institutional support, intrinsic motivation, and technological readiness, while barriers such as time constraints, resistance to change, and limited incentives hinder its implementation. The study also highlights the FC model’s transformative impact on teaching practices, fostering active learning, student-centered instruction, and skill development, particularly during the COVID-19 pandemic. This research provides critical insights into the facilitators and impediments of FC adoption within Kazakhstan’s unique educational context paying special attention to the discussion of why faculty continue or discontinue innovation. It contributes to global discussions on pedagogical innovation and emphasizes the need for institutional frameworks that support faculty autonomy, professional development, and recognition. These findings inform strategies for the successful integration of innovative teaching approaches, enhancing both faculty practice and student learning outcomes.