Students in Saudi Arabia need opportunities to develop higher-order thinking and problem-solving skills, but teachers typically rely upon knowledge transmission in face-to-face teaching. Flipped learning (FL), which integrates the features of online and face-to-face learning, has demonstrated potential for increasing higher-level learning. However, learners may not be able to manage FL activities on their own, such as by watching short videos outside the classroom, and thus might not be well prepared for in-class activities. Therefore, the self-regulated flipped learning (SRFL) approach seeks to address this challenge by integrating self-regulated learning (SRL) into the FL environment.