<![CDATA[The demands of communicative competence in English as a foreign language (EFL) education and the transition to an Independent Curriculum in Indonesia have encouraged the adoption of the flipped classroom model. Although theoretically this model is capable of improving students' autonomy and linguistic skills, there is a significant discrepancy between conceptual excellence and the reality of implementation in the field. This study aims to examine the real experiences and practical challenges faced by EFL educators in applying the flipped classroom model. Using a descriptive qualitative design, this study involved three experienced EFL teachers representing the junior high school, high school, and tertiary education levels. Data were collected through semi-structured interviews and analyzed using Thematic Analysis (TA). The results of the study identified four main challenge dimensions: (1) the surge in workload that forces teachers to transform into multimedia producers; (2) low autonomy and self-regulation of students in the asynchronous phase before classes start; (3) shifting dynamics of classroom interaction that demand the use of digital interventions; and (4) the emergence of emotional distance that drains the socio-emotional energy of educators. This study concludes that the sustainability of the flipped classroom model cannot rely on curriculum changes alone, but requires concrete institutional investment in the provision of digital infrastructure and Technological Pedagogical Content Knowledge (TPACK) training to prevent professional burnout in teachers.]]>
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