GenAI-Supported Flipped Learning in Preservice Chemistry Teacher Education: Lesson-Design Performance, Learning Attitude, Self-Regulated Learning, and Critical Thinking Awareness

This quasi-experimental study compared GenAI-supported flipped learning (AI-FL) with reading-based flipped learning (R-FL) in an 11-week preservice chemistry course. Two intact classes completed the same topics and identical in-class activities, differing only in pre-class preparation through guided GenAI-based interactive learning or assigned readings. The study examined lesson-design performance, learning attitude, self-regulated learning, and critical thinking awareness. After controlling for pretest scores, the reading-based flipped learning group showed stronger lesson-design performance, whereas the GenAI-supported group reported more positive learning attitudes. No significant group differences were observed for self-regulated learning or critical thinking awareness. These findings suggest that, in this course context, GenAI-supported pre-class learning may enhance learners' attitudes but does not necessarily improve rubric-aligned lesson-design performance compared with reading-based preparation.