Flipped Classroom Technology as A Tool for Developing Future Teachers’ Professional Competencies

Abstract

The rapid digital transformation of higher education requires the modernization of approaches used in teacher preparation. In this context, the Flipped Classroom model has emerged as an innovative pedagogical technology that enhances students’ active participation and independent learning. This study examines the didactic potential of the Flipped Classroom in developing future teachers’ professional competencies. The research analyzes the influence of this technology on pedagogical thinking, digital literacy, reflective skills, communication abilities, and independent learning competencies. The findings indicate that the integration of pre-class digital learning materials with in-class collaborative activities creates favorable conditions for strengthening professional readiness among future teachers. The study argues that the Flipped Classroom should be considered not merely as a technological innovation but as a competency-oriented pedagogical strategy capable of improving the quality of teacher education.