Transitioning from lectures to online flipped classrooms: enhancing pre-service teacher education in Luxembourg

This article explores the transition from traditional to hybrid and fully online flipped classroom models in the Bachelor of Educational Sciences program at the University of Luxembourg, focusing on the mathematics education of pre-service elementary school teachers. Over eight years (2014–2022), the program evolved from teacher-centred lectures to flipped classroom approaches, emphasising self-paced, active learning. The COVID-19 pandemic accelerated the shift to online flipped classrooms, incorporating digital tools like GeoGebra and MathCityMap to facilitate interactive, real-world problem-solving in a STEAM context. Quantitative data from exam results and qualitative field notes were analysed to assess the effects of flipped classrooms on student beliefs and performance. Results revealed significant improvements in student engagement, understanding, and academic performance, particularly in collaborative learning environments. Students developed greater confidence in applying mathematical concepts and pedagogical principles while acquiring critical self-regulation skills. While the flipped classroom model has shown promise, it is not without its challenges. Varied student backgrounds in mathematics and superficial engagement with pre-class materials have underscored the need for additional support measures. This study also identified opportunities for further innovation, including personalised learning and technology integration. Overall, the flipped classroom model emerged as a flexible, effective approach that significantly enhanced student learning outcomes. This was particularly evident when the model was complemented by targeted interventions and authentic assessments. The research presented here provides valuable insights into the benefits and limitations of flipped learning for teacher education, especially in the context of diverse and rapidly changing educational environments.