Promoting Self-Regulation Skills Among Pre-Service Islamic Studies Teachers Through Project-Based Learning Utilizing a Flipped Learning Strategy

This study examined the effectiveness of a flipped learning strategy (FLS) on self-regulated (SRL) skills among pre-service Islamic education teachers utilizing project-based (PBL). The collected both quantitative and qualitative data from participants using mixed-methods design. Questionnaires were used to collect data, while unstructured interviews written reflections data. Most (79%) had favorable opinion FLS project, their experience designing executing project PBL positive impact SRL skills. reported that strengthened resolve adopt as an instructional strategy. emphasizes need for rigorous preparation programmes early exposure innovative practices boost teachers’ sense self-efficacy also highlights potential advantages aligning educational with refined-oriented positively influence educators' perspectives pedagogical strategies in classroom. Despite findings study, Studies instructors' capacity self-regulation requires further investigation. Specifically, research is required investigate teachers' different subject areas long-term effects teacher development student outcomes.