Abstract

Recently, there has been a widespread implementation of online learning in both traditional classrooms and online classrooms. This has led to a shift in the educational landscape, moving away from face-to-face interactions towards flexible learning by using various kinds of digital platforms. This study employed survey method to investigate perspective of flexible learning of science teacher education from 7 universities, Thailand by selected through purposive sampling and analyzed using a phenomenological design, the researchers conducted interviews to understand the experiences and strategies of these teachers in implementing flexible learning. The questionnaire and interviewing form were employed, and data were collected online. Qualitative data and content analysis were used for showing the result. The themes that emerged from the analysis of the critical components, including learning resources, delivery mode, technology, pedagogy, and student perspective, focused on constraints, flexibility, the use of technology and online resources, and instructional techniques. The participants highlighted internet connectivity and the availability of learning materials as challenges. Instructors employed various techniques and innovations to engage students and encourage them to think creatively. However, the study requires more implementation to convince that flexible learning is suitable for science teacher education as well.

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