Abstract
During the COVID-19 pandemic, schools in Pakistan faced prolonged closures over various phases, leading educational institutions to seek alternative methods to ensure students’ continued learning. Embracing technology as a viable solution, private schools started digital learning programs (DLP) by creating digital resources distributed to students for home viewing. In the post-COVID-19 scenario, teachers changed traditional classrooms into flipped learning using the already prepared video materials. This technology-integrated flipped classroom was a new experience for teachers in the rural mountainous region of northern Pakistan. This paper highlights the perceptions and experiences of 20 purposefully selected teachers from Gilgit-Baltistan and Chitral (GBC), Pakistan. The teachers were selected based on their active involvement in developing digital learning materials and their utilization to transition from traditional to flipped classrooms in various private schools. By focusing on these specific regions, the study provides valuable local insights into the (un)successful integration of technology in teaching and learning practices in rural settings. The findings of this study can serve as a valuable resource for teachers, school leaders, and policymakers, facilitating a deeper understanding of the impact and potential of technology-integrated flipped classrooms in the post-COVID-19 educational landscape of GBC. Moreover, by investigating the local context, this research bridges the gap between theoretical concepts of technology integration and the practical realities faced by teachers and students in Northern Pakistan. This study provides evidence-based recommendations and strategies for future initiatives to enhance teaching and learning practices through technology-integrated flipped classrooms.