Filiz, OzanKaya, Mehmet HaldunAdiguzel, Tufan2025-03-232025-03-2320241986-3497https://doi.org/10.30935/ojcmt/13858https://hdl.handle.net/11486/4762This 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.eninfo:eu-repo/semantics/openAccessHyFlex teachingcase studyK-12educationprofessional developmentArticle14110.30935/ojcmt/138582-s2.0-85185657615Q1WOS:001097454000001N/A