With rapid technological development, learning improvement is one of the concerns in the field of education. Looking for appropriate teaching and learning approaches, methods that are effective for different types of learners, as it is impossible to find one unique method that is best for everyone (Han & Rokenes, 2020). Safapour, Kermanshachi, & Taneja (2019) studied various teaching methods and concluded that, alongside methods such as gamification, case studies, etc., the flipped classroom method is one of the most commonly studied. 

The authors (Anderson et al., 2017; Koo et al., 2016) mention that learners who were taught using the flipped classroom teaching method showed a significant improvement in performance. This approach provides flexibility for both learners and teachers (Bergmann & Sams, 2012), increases motivation (Bhagat, Chang, & Chang, 2016; Sengel, 2016), engagement and active learning" (Steen-Utheim & Foldnes, 2018), creates time flexibility (Fraga & Harmon, 2014), satisfaction with one's own creative ability (García-Sánchez & Santos-Espino, 2017), and a greater understanding of one's learning (Kurt, 2017; Jeong et al, 2018), fostering independent learning, innovation, flexibility, critical thinking (Ng, 2018; Ma, 2023), and positive emotions (Jeong, et al., 2019). However, research also highlights barriers to such learning, such as time management and confusion issues (Fraga & Harmon, 2014), negative emotions (worry, nervousness) (Jeong et al., 2018). 

The flipped classroom is a fairly widely used method in the higher education environment, and for these reasons it is essential that pre-service teachers receive theoretical and practical training in this methodology, i.e. experience the strengths and issues of this approach for themselves.  

Particularly relevant in the digital age is the context of social media being integrated into teaching and learning processes (Burbules, 2016) (where teaching is based on or enriched by social media). Learning that takes place in such contexts can provide multiple learning contexts for learners and teachers, develop independent learning and facilitate collaboration between learners and teachers (Xie and Derakhshan, 2021), which can be facilitated by using flipped classroom.  

As Han and Rokenes (2020) argue, research on the flipped classroom approach is rarely related to the training of pre-service teachers. 

Research questions: What are the main d benefits of using flipped classroom approach? What are the differences between a flipped classroom and a traditional lecture? 

The purpose of the study is to reveal the learning experiences of preschool teachers using the flipped classroom method in the context of social media literacy. 

Research methodology and the context. Qualitative research methodology was applied in order to reveal pre-service teachers’ learning experiences and perceptions toward flipped learning. Pre-service teachers were surveyed at the end of the course, where flipped classroom approach was implemented. One of the focus during the course was to enhance pre-service teachers’ knowledge and skills in critical thinking and media literacy. These topics, concerning media literacy and critical thinking were incorporated in general pedagogy and psychology course and taught by using flipped classroom approach. The research is conducted together with the partners from Poland, Bulgaria, Greece, and Romania in the context of Erasmus+ KA220-HED Cooperation partnerships in higher education project „Critical Thinking in the Information Society“ (CTIS), seeking to stimulate innovative learning and teaching practices by elaborating digital educational materials intended to develop advanced transversal skills of critical thinking and media literacy in higher education students (https://ctis-erasmus.info/). Participants. Methods of data collection. Purposive sampling was used in this study. All 41 students – pre-service teachers, who participated in the project activities and experienced flipped classroom approach were surveyed. But only 31 completed the survey, which was distributed to collect qualitative data in order to help understand pre-service teachers’ learning experiences and thus to improve the course. Data analysis methods. The analysis of the obtained data employed the inductive content analysis. It was aimed at explaining and interpreting pre-service teachers' learning experiences and perceptions of the flipped classroom in the context of social media literacy, while pointing out key meaning units. Texts of answers to specific questions are treated as the data analysis unit; they are analysed in compliance with main stages (Bengtsson, 2016): 1) repeated consistent reading of answers; 2) pointing out of meaning codes; 3) open coding; 4) categorisation and abstracting: attribution of subcategories and singling out of categories; 5) interpretation. In the initial stage, seeking data validity, two researchers carried out a primary data analysis. Later, the obtained results were reflected jointly with two other researchers, making additions and corrections based on joint consent.

The results of the study revealed that lectures enriched by the flipped classroom approach were engaging, very informative, and more beneficial than regular ones. It is a kind of space, where you have the opportunity to work on an equal basis, to discuss, to see the perspectives of others. Pre-service teachers’ general experience regarding learning with flipped classroom embrace such factors as: greater involvement and self-motivation actively participate; encouraging independence (enhancement of independent learning abilities); a higher degree of preparation for the lecture (possibility to prepare in advance); involvement in group work activities; practical applicability of theoretical knowledge (understood as better assimilation of the study material); "dating" the profession (with an ability to test the role of the teacher); flexibility/ability to individualize and personalize learning.

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