Arslantaş, Tuğba KamalıBaşer, Derya2025-10-152025-10-15202501418211https://doi.org/10.1111/ejed.70234https://hdl.handle.net/20.500.12451/14814This study investigates the impact of an online flipped classroom model, enriched with interactive videos, on preservice special education teachers' self-efficacy in using assistive technologies (AT) for visual impairment, their adoption of video-based learning, and their perceptions of interactive videos as effective learning tools. Addressing challenges such as limited access to AT tools and faculty expertise, the study explores how video-based instructional approaches can enhance teacher preparation for inclusive education. A mixed-methods intervention was conducted with 64 preservice teachers enrolled in an AT course at a university in Türkiye. Quantitative data were collected through pre- and post- intervention self-efficacy scales and a post-intervention adoption scale, while qualitative insights were gathered from weekly reflection reports and a final open-ended questionnaire. Results revealed a significant increase in preservice teachers' self-efficacies following the intervention. In addition, participants reported high levels of adoption of video-based learning, particularly in terms of perceived usefulness, enjoyment, ease of use, and intention to continue using interactive videos, suggesting a positive perception toward the integration of such tools in educational contexts. Qualitative findings reinforced the effectiveness of integrating interactive videos within an online flipped classroom to build AT-related competencies. The study offers practical implications for teacher education and suggests avenues for future research.eninfo:eu-repo/semantics/closedAccessAssistive TechnologyInteractive VideoOnline Flipped ClassroomPre-service TeachersVisual ImpairmentArticle60410.1111/ejed.702342-s2.0-105015565951Q2