Abstract:

This systematic review explores how Life Sciences teacher educators integrate blended and flipped learning approaches in the teaching of first–year pre-service teachers. Within this effort, it teases out the challenges encountered, and opportunities afforded by integration. The review compiles data from twenty-one peer-reviewed articles, which report quantitative and qualitative analyses in referred journal publications, covering the period 2013-2025.The selection of studies is limited to those that explored the use of digital learning environments, engaging tools, and assessment strategies, with data collected within the South African tertiary education context. The reviewing process subjected the selected articles to thematic analysis to identify common patterns in the Life Sciences teacher educators’ integration of blended and flipped learning approaches. The findings reveal that while blended learning frameworks can significantly boost student engagement and comprehension, there are notable barriers, such as technological accessibility and a lack of professional development for both pre-service teachers and teacher educators. It is recommended that tertiary institutions should invest in infrastructure and professional development to optimize the integration of blended learning with flipped classrooms. An argument is made that fostering a supportive environment for teacher educators and students enables them to adapt to these models and enhance learning experiences.

Keywords:

Blended learning, flipped classroom, life sciences education, pre-service teachers, digital learning, student engagement.