The Impact of the Flipped Learning Model on the Development of Kindergarten Pre-service Teachers' Self-Directed Learning Skills in Saudi Arabia

Self-directed learning has been recognized as one of the new pedagogical approaches of the 21st century. Many studies evidence the critical role of the flipped learning model in enhancing students’ self-directed learning skills. This study aimed at examining the impact of the application of the flipped learning model on prompting pre-service teachers’ self-directed learning skills at the Kindergarten Department of the College of Education at King Faisal University in Saudi Arabia. A quasi-experimental design with one group was implemented. A purposeful sample of forty-three female student teachers who enrolled in the “Introduction to Kindergarten” course participated in the study. Data were gathered using a 44-item questionnaire that was distributed preand post-flipped learning classes. The results indicated the effectiveness of flipped learning pedagogy on the development of student teachers’ self-directed learning skills. The study sample showed a statistically significant higher mean level of self-directed learning (4.51+0.13) compared to their score before the flipped learning classes (3.13+0.25). The study’s results confirm the conclusion of related literature concerning the positive impact of practicing flipped learning pedagogy on developing learners' self-directed learning skills. Furthermore, it is in line with the call for the integration of non-traditional teaching strategies, e.g., flipped learning pedagogy, in Saudi higher education, advocating students’ self-directed learning and independent learning. Thus, there is a need for encouraging teacher educators to integrate flipped learning into their teaching practice.