Hlalele, Dipane Joseph.Paragoo, Sivashnee.2023-09-012023-09-0120212021https://researchspace.ukzn.ac.za/handle/10413/22191Doctoral Degree. University of KwaZulu-Natal, Durban.This study sought to critically analyse how the classroom may be flipped for engaged learning. The current situation at schools implies that learners are disengaged due to the way in which they are taught. It was discovered during data generation that teachers still use the standardized method for teaching and learning. Learners do not find class activities stimulating, thus they deviate from engaging with these lessons. Consequently, lesson preparations are based on the expectations of the teachers rather than the needs of the learners, who are often marginalised, as they are not included in decision-making processes. The current school policy emphasises Information Community Technology (ICT) in teaching and learning, however, this is not fulfilled in all schools due to various circumstances outlined in the study. It is imperative for schools to acknowledge the level of interest amongst learners when it comes to technology. Recent advancements in technology creates a wide range of opportunities for teachers and learners to benefit from when incorporating technology in some form within the classroom and to make teaching and learning more effective. The concept of the flipped classroom allows schools the platform for teachers and learners to transform current teaching and learning approaches. The main emphasis is on engaged learning within the learning context. Critical Theory (CT) was used as the theoretical framework anchoring this study and Participatory Action Research (PAR) was adopted as the methodology for generating data. Employing CT in this study helped to view the following objectives in a critical stance: To explore the current situation in respect of flipping the classroom for engaged learning. To examine the need of flipping the classroom for engaged learning. To explore how we can flip the classroom for engaged learning. To understand hindrances/ impendence/ barriers/ threats to successfully flipping the classroom for engaged learning. Employing CT in this study helped to disregard an authoritative standpoint of viewing and addressing issues within the school context. The generated data was interpreted and analysed through the use of Critical Discourse Analysis (CDA) which successively made it possible for data to be interpreted in different levels (textual, social and discursive). The conversational methods of generating data empowered participants to express their views and opinions through dialogue. Findings from objectives indicated that schools are still using the traditional approach for teaching and learning. In contrast, student and teacher participants specified there is a need to employ the flipped classroom to encourage engagement in the learning environment. However, findings also showed the numerous challenges to implement the flipped approach. Data generated confirmed the existence of challenges in implementing the flipped classroom for engaged learning. These include: the digital divide, affordability, lack of supervision, lack of a foundation of computer skills and support from various stakeholders. To circumvent the mentioned challenges, the study proposed strategies within the school level and beyond the school level. At school level they include involvement of the SMT, a positive learning environment and effective learner participation. Strategies beyond the school level include forming a partnership between the school and community, donations from local businesses and increased professional development programmes for teachers. In short, this study revealed that equal contribution, communication, teamwork and partnerships amongst all relevant stakeholders at dissimilar levels may benefit for the successful implementation of flipping the classroom for engaged learning.enEngaged learning.Flipped classroomInformation Community Technology (ICT).Thesis