The landscape of higher education has transformed dramatically over the last decade, driven by the rapid evolution of new methodologies and technologies. In this dynamic environment, it's more crucial than ever for university faculty to continuously update their pedagogical toolkit. MultiFlipTech is a network of educators from diverse academic disciplines, united by a common goal: to transform the teaching and learning process. Our core focus lies in refining the flipped classroom approach, meticulously integrating ICT Tools (Technologies for Learning, Knowledge, Empowerment and Participation).

This document synthesizes the outcomes of a series of training seminars designed for university faculty. During these sessions, various professors from our network shared their direct practical experiences in implementing ICTs and innovative pedagogical strategies within our respective disciplines. The training moved beyond theory to showcase a rich array of specific digital tools directly relevant to the university environment with clear advantages in fostering interactivity and personalizing learning. Tools like Genially, ExeLearning, and Symbaloo were highlighted for creating engaging digital games such as Escape Rooms. For rapid formative assessment, platforms like Socrative, Kahoot, Quizziz, and Wooclap were key for quick questionnaires that boost student participation. The development of audiovisual content was also central, with tools like Audacity, OBS, and Screenpal supporting dynamic podcasts and interactive videos, and EdPuzzle enabling embedded questions for active learning. Finally, feedback digital instruments like Ziplet and SurveyMonkey were selected to show how to streamline quick surveys.

Our seminars were highly valued by university professors, achieving a remarkable 88.53% satisfaction rate. Individuals participating in our teaching training strongly emphasized the vital role of practical, real-world experiences in their professional development. Attendees were particularly drawn to the tangible application of methodologies and tools in classroom settings, valuing concrete examples of flipped teaching implementation and its measurable results. Presentations rooted in the personal experiences and outcomes of the presenters proved highly effective, demonstrating how ICTs are applied successfully. A standout feature was the hands-on component, allowing faculty to actively experiment with mobile applications and understand their suitability for diverse subjects, further informed by student perception data on tool usage and learning impact.

In conclusion, our training underscored the crucial role of ICTs in diverse disciplines, particularly emphasizing the flipped model. A key takeaway was the need for thoughtful integration and highlighting the power of teacher collaboration to drive projects. The overwhelmingly positive feedback not only validates our approach but also underlines the widespread demand among university faculty for pragmatic, discipline-specific professional development opportunities that bridge theory and practice. Continuous professional development is crucial for all faculty, especially but not only for novice educators seeking to integrate digital tools effectively. This highlights a clear path forward for future faculty development, ensuring university education remains dynamic and relevant.

Keywords: ICTs Tools, Flipped-Teaching, Blended Learning, Game-based Learning and Gamification, New experiences in education, New Trends and Experiences, Higher Education, Learning and Teaching Innovations.