Digital Transformation in Secondary Education in Greece: A Pedagogical Proposal Combining Flipped Learning, Artificial Intelligence, and Collaborative Inclusive Teaching
TL;DR
This study proposes a comprehensive teaching framework that combines flipped learning, collaborative teaching, and the use of artificial intelligence tools within the context of secondary education in Greece, and introduces an "AI-Enhanced Inclusive Flipped Learning Model" as a flexible and scalable framework for the digital transformation of secondary education.
Abstract
The rapid evolution of digital technologies has brought about significant changes in the contemporary educational landscape, creating new opportunities for the implementation of innovative pedagogical approaches. This study proposes a comprehensive teaching framework that combines flipped learning, collaborative teaching, and the use of artificial intelligence tools within the context of secondary education in Greece. Emphasis is placed on strengthening student-centered learning, developing digital literacy, and promoting inclusive education through differentiated teaching practices. The proposed approach aligns with contemporary educational trends that highlight the importance of active participation, critical thinking, and the effective use of digital environments. Artificial intelligence is examined as a tool to support personalized learning and accessibility, particularly for students with diverse learning profiles. At the same time, collaborative learning promotes social interaction and knowledge construction. This study contributes to the scholarly discourse on the digital transformation of education in Greece by proposing a theoretically grounded and pedagogically applicable teaching model. The study introduces an “AI-Enhanced Inclusive Flipped Learning Model” as a flexible and scalable framework for the digital transformation of secondary education.