Filiz, O.Kaya, M. H.Adıgüzel, Tufan2024-02-262024-02-262024-011986-3497http://hdl.handle.net/10679/9224https://doi.org/10.30935/ojcmt/13858This study uses a case study methodology to comprehensively examine HyFlex teaching in the context of K-12 education in a private Turkish school. 60 teachers in 15 disciplines, who had received professional development training in 'HyFlex lesson plan development,' participated. Data were collected through lesson plans, pre-and post-implementation reflection reports, and qualitative analysis employed inductive and deductive coding. The findings reveal that well -trained educators with expertise in active learning, formative assessment, cognitive presence, flipped learning, and self-regulated learning effectively implement HyFlex instruction. HyFlex lessons enhance students' higher-order thinking skills, foster interaction, and build a sense of belonging. However, accommodating asynchronous learners requires careful design. The study acknowledges limitations and suggests future research exploring HyFlex sustainability and comparative analyses with other teaching modes.engopenAccesshttps://creativecommons.org/licenses/by/4.0/article14100109745400000110.30935/ojcmt/13858HyFlex teachingCase studyK-12EducationProfessional development