The Role of the Teacher in Technology‑Mediated Flipped Learning from the Perspective of Islamic Teachings

Shooshtari, Akram

doi:10.30497/esi.2026.248892.1985

The Role of the Teacher in Technology‑Mediated Flipped Learning from the Perspective of Islamic Teachings

Document Type : Scholarly Article

Author

akram shooshtari

Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran

10.30497/esi.2026.248892.1985

Abstract

The present article aims to re-examine the role of the teacher in flipped learning, with an emphasis on technological mediation and from the perspective of Islamic education. Adopting a qualitative design and grounded in the postphenomenological approach, this study was conducted as a reflective self-study using a descriptive–analytical method to examine the teacher’s lived experience of role transformation resulting from the implementation of flipped learning in a fourth-grade girls’ class at Somayeh Elementary School, District 3 of Ahvaz, during the 2022–2023 academic year. Data were collected through reflective self-study and analyzed using open, axial, and selective coding procedures. The findings indicate that flipped learning extends beyond a mere reorganization of the temporal and spatial structure of instruction and leads to a fundamental redefinition of the teacher’s role. This transformation emerged across four postphenomenological relations, shifting the teacher’s role from a transmitter of content to a designer of digital learning experiences, a pedagogical interpreter, a facilitator of human–technology interaction, and a manager of a technology-mediated educational ecosystem. The results further reveal that while these transformations align with educational aims such as deepening learning, sustaining the educational process, and promoting educational justice, challenges including the blurring of boundaries between work and personal life, the reduction of qualitative pedagogical judgment, and the risk of diminishing the teacher’s formative role may arise. In the absence of value-oriented guidance, such challenges may be inconsistent with certain foundations and principles of Islamic education. Accordingly, analyzing the findings within the framework of the foundations, principles, and aims of Islamic education demonstrates that realizing the educational functions of flipped learning requires an active, ethically grounded, and interpretive teacher role grounded in a critical engagement with technology.

Keywords

'Flipped learning,'

'technological mediation'

'Islamic education'

'post-phenomenology'

' teacher '

Subjects

philosophy of education

Holy Quran

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