This study explores the implementation of the flipped classroom model in teaching the intelligent connected vehicle (ICV) technology course and investigates its effect on student engagement, learning effectiveness, instructional strategies, and curriculum innovation. A qualitative descriptive research design was adopted, involving in-depth interviews with five experienced teachers and ten students from the Shaanxi Polytechnic Institute’s Automotive Intelligence program. Participants were selected through purposive sampling based on defined eligibility criteria. Semi-structured interviews focused on experiences, perceptions, challenges, and instructional practices within the flipped classroom setting. Thematic analysis was conducted to identify recurring themes and patterns in the data. Results reveal that flipped classrooms significantly enhanced student motivation, classroom interaction, and understanding of complex ICV concepts. Critical success factors included students’ prior knowledge, availability of technological resources, level of self-discipline, and the adaptability of teaching strategies. Teachers emphasized the importance of continuous student feedback in refining instructional content and delivery. Based on the findings, a structured "dual-subject, three-stage" teaching path was developed to promote personalized and active learning. However, challenges such as limited technical infrastructure and the learning difficulties of students with low self-regulation were also highlighted. Findings are limited to a single institution and specific course context, which may affect generalizability. Future research could incorporate quantitative or mixed-methods approaches and examine broader applications across various disciplines and educational settings. Nonetheless, the study offers meaningful insights into effective pedagogical strategies for teaching emerging technologies using the flipped classroom model.
flipped classroom, intelligent connected vehicle (ICV), active learning, instructional design, student engagement, technology-enhanced learning
Dan Han. Master of Vehicle Engineering, Doctor of Education Candidate, University of Baguio. Email: 353487330@qq.com
Marilou Saong. Corresponding author. PhD in Education, Professor, University of Baguio. Email: marilousaong@e.ubaguio.edu
"All authors equally contributed to the conception, design, preparation, data gathering and analysis, and writing of the manuscript. All authors read and approved the final manuscript."
No potential conflict of interest was reported by the author(s).
This work was not supported by any funding.
This study was conducted in accordance with the ethical guidelines set by the University of Baguio Research Ethics Review Committee.
The authors utilized ChatGPT and QuillBot in the preparation of this work to improve readability and language. Consensus AI and Elicit AI were also used for purposes of literature review, while Scribbr was used for reference formatting. The authors reviewed and edited all content produced through the use of these tools, for which they fully accept responsibility in the final publication.
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Cite this article:
Han, D. & Saong, M. (2025). Enhancing intelligent connected vehicle technology instruction through flipped classroom pedagogy: A qualitative inquiry. International Journal of Educational Management and Development Studies, 6(2), 226-249. https://doi.org/10.53378/ijemds.353214
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