Kristine Bardule’s doctoral thesis in Education Sciences "Design of the Differentiation by using Flipped Learning Approach in a Student-Centered Learning Process in Primary School," has been worked out within the doctoral program Technologies and Management of E-Studies at the Institute of Education Sciences, University of Liepaja as a transdisciplinary reasearch to obtain Ph.D. in Education Sciences. The supervisor is docent Lasma Ulmane-Ozolina, Dr.paed. The doctoral thesis contains 181 pages, 12 pictures, 24 tables, and 9 appendixes have been attached. During the research, 183 sources in Latvian, Russian and English have been studied. The research described in the doctoral thesis has 3 parts with 13 chapters. Conclusions and recommendations for learning differentiation using the flipped learning approach in primary school can be found in the concluding part of the doctoral thesis. The aim of the doctoral thesis: to work out recommendations for the implementation of the flipped learning approach and develop a design for learning diffferentiation in a student-centered learning process in primary school. In the first part the concepts used in the doctoral thesis are specified, an analysis of learning theories is performed, and the concept of learning design is explained. In the second part of the research, the nature of the flipped learning approach is revealed and characterized, the potential of the flipped learning approach in the pedagogical process is analysed, and the didactic model of the flipped learning approach in the student-centered learning process is created. The third part of the doctoral thesis highlights the results of the empirical research. Data of the action researches and survey data of flipped learning approach experts have been collected and analyzed. Based on the data analysis, the recommendations and didactic model of the flipped learning approach in the student-centered learning process in terms of differentiation and the use of technology are developed. The theoretical analysis and the results of the empirical research allow us to conclude that by offering students a structured sequence of work performance (flipped instructions), students are more independent in the learning process, and the teacher has opportunities to support students in implementing learning differentiation. Key words: flipped learning, learning process, differentiation, information and communication technologies, students of the younger teenage age.