Abstract

This study investigates the implementation of blended learning and flipped classroom models in higher education institutions in Jeddah, Saudi Arabia. Utilizing a quantitative research approach, the study surveyed 280 faculty members from four universities in Jeddah to assess their perceptions of these innovative pedagogical approaches. The research aimed to explore the perceived benefits, challenges, and best practices associated with blended learning and flipped classrooms. The research design involved distributing a structured survey questionnaire among faculty members, focusing on their experiences and perceptions of blended learning and flipped classrooms. Data analysis employed descriptive statistics to summarize survey responses and inferential statistics including ANOVA and regression analysis to examine relationships and factors influencing faculty perceptions. The findings indicate that faculty generally perceive blended learning and flipped classrooms positively. They highlight improvements in student engagement, personalized learning experiences, and overall learning outcomes as significant benefits. However, the study also identifies notable challenges such as technological constraints, faculty resistance to change, and the need for greater institutional support, which hinder effective implementation. Based on the findings, recommendations include investing in technological infrastructure to ensure reliable internet access and adequate digital resources. It is also key to implement comprehensive faculty development programs to enhance educators' skills in designing, implementing, and managing blended and flipped learning environments. Clear institutional policies and guidelines are essential to provide a supportive framework for faculty and promote the adoption of these innovative teaching methods.