Transforming learner knowledge acquisition, application, and creation in digital learning may be supported by the implementation of blended learning and flipped classroom/learning, approaches that are now becoming a phenomenon in higher education practice in Vietnam. In practice, educators have approached flipped classrooms through various learning theories, such as adaptive, personalized, and collaborative learning. The new model of Technology, Pedagogy, and Content Knowledge--Context Learner (TPACK-XL), initially developed from the Information Communication Technology--Technology, Pedagogy, and Content Knowledge (ICT-TPCK) has been integrated into the learning process for students' knowledge creation with various activities based on digital tools, applications, and solutions. The authors examine the concept and effectiveness of TPACK-XL integration into flipped modes of classroom segments in terms of its pedagogical implications and impact on students' learning achievement.