This paper focuses on the ability of lecturers in Saudi universities to employ technological diversity in flipped classrooms and the barriers that prevent them from using this technology. A quantitative method was used in this study, with a questionnaire as the data collection instrument. The study sample consisted of 270 Saudi university lecturers. The results showed that the lecturers did not have sufficient experience of employing technological diversity to deliver content to students before their lectures. Problems of infrastructure and internet service, and a lack of incentives, posed obstacles to their use of technological diversity. Interestingly, the findings confirmed that the high cost of the various technological tools used in the flipped classrooms, the lack of experience of the lecturers, the difficulty of managing flipped classrooms through various technologies, and the time required for this were not significant as obstacles preventing lecturers from using technological diversity in their flipped classrooms.
