Abstract:
Along with technological advancements, there has been a transformative shift in educational practices due to a new paradigm. In this context, there is an increased focus on blended learning models where technology is used to enhance universal design for the learning-teaching paradigm. The flipped classroom approach is a popular blended learning pedagogical practice in mathematics education, providing students with opportunities to enhance 21st century skills to learn at their own pace and from anywhere. In 2017, Steve and Kaurb stated that the flipped classroom has evolved into a more active, participatory environment, contributing to improved creativity and the development of life and career skills in learners, which aligns with the demands of the 21st century, shaped by pedagogy and technological advancements. This study adopted a mixed method design; the data was collected through questionnaires and interviews. The questionnaires were administrated to 244 mathematics teachers in the Galle education division, and face-to-face interviews were conducted with 10 mathematics teachers who were selected randomly from the sample. Data were analysed quantitatively using SPSS (Version 25) software. It is clear that the majority of teachers (78.3%) perceived that the flipped classroom approach fosters flexibility and adaptability in students. Additionally, 69.6% of teachers revealed that they are able to respond to students' social interaction needs in the flipped classroom. This means that the majority of teachers in the sample have positive attitudes toward the flipped classroom as a suitable method for the development of social interactions among students. Also 70.5% of the teachers believe that the flipped classroom promotes leadership skills among both teachers and students. However, only 58.6% of the sample agreed that the flipped classroom approach encourages students to take accountability for their learning. Interview results revealed that the teachers expressed positive attitudes toward the potential of the flipped classroom model to develop career and life skills in students. However,teachers also highlighted barriers to implementing this portal in Sri Lanka, such as insufficient technological resources both at school and home, and the weak internet connections.
