Methodology of using Flipped Classroom technology in teaching computer science and information technology

The flipped classroom model has received attention as an innovative teaching and learning model which provides instructional content outside the classroom and uses classroom time for more active student learning. The potential here is huge in the area of computer science and IT education, where students need to engage deeply with theoretical concepts and apply skills to complex problem-solving tasks. Although the implementation of flipped classrooms is steadily increasing, few studies exist that provide empirical evidence of its long-term impact in particular disciplines, such as computer science and information technology, and the obstacles to implementation faced by educators. This study investigates flipped classroom model for computer science and information technology university courses in Tashkent, Uzbekistan and affects on engagement, academic performance and critical thinking skills. Results demonstrated significant gains in student engagement, academic performance, and critical thinking skills all implications of positive learning outcomes of the flipped classroom model. At the same time, this study attempts to address the gap in the literature by reporting localized findings for the flipped classroom in computer science and information technology disciplines in Tashkent. This set of results underline the potential of flipped classroom model for improving the teaching and learning process in these disciplines and provide practical implications for educators and policymakers who aspire to implement the flipped classroom for innovative pedagogical designs for higher education to cope with the new digital age.