The rapid evolution of digital technologies and shifting pedagogical paradigms have underscored the need for innovative learning models in higher education, particularly in fields that require applied problem-solving competencies. This study examines the current conditions, challenges, and development guidelines for a technology-enhanced flipped classroom learning model designed to foster creative problem-solving skills among undergraduate students in industrial vocational programs. Grounded in the Input–Process–Output (IPO) framework, the research addresses three primary objectives: (1) to analyze the existing teaching practices and instructional challenges faced by university instructors that affect students' creative problem-solving development; (2) to examine student perspectives and learning behaviors that influence the flipped classroom model's effectiveness; and (3) to propose development guidelines for an effective flipped classroom model that enhances students' creative problem-solving abilities-a total of 215 participants including university instructors and undergraduate students were selected using stratified random sampling. Data were collected through a five-point Likert scale questionnaire with strong content validity (CVI ranging from 0.80 to 1.00) and high internal consistency (Cronbach's alpha = 0.93). The study was conducted in three phases. Phase 1 analyzed the current instructional conditions and problems of instructors; Phase 2 investigated student opinions and learning behaviors; and Phase 3 assessed behavioral learning data in the Digital Photography Technology course. The findings provide an evidence-based foundation for developing a structured, technology-driven flipped classroom model tailored to enhance creative problem-solving skills within the context of higher education and work-integrated learning environments.
Kongpiboon et al. (Mon,) studied this question.
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