Flipped Classroom data

This dataset originates from a qualitative case study investigating the experiences of 16 English as a Foreign Language (EFL) teacher trainees enrolled in a research methods course that implemented a Flipped Classroom (FC) approach. The data captures participants’ reflections on the benefits and challenges of FC, including its flexibility, support for research skill development, and issues related to workload, teacher guidance, and learning continuity. Additionally, the dataset includes insights into how Emergency Remote Teaching (ERT) during the COVID-19 pandemic influenced learners’ autonomy and digital competencies. The data highlights variability in students’ capacity for self-directed learning and emphasizes the need for structured pedagogical support. The findings inform the development of inclusive, sustainable blended learning practices in teacher education.