The rapid digital transformation of higher education has highlighted the need to redesign teaching and learning processes. However, empirical evidence regarding the effectiveness of technology-enhanced flipped learning for teaching abstract scientific concepts, particularly in teacher education, remains limited. This study investigated the effectiveness of technology-enhanced flipped learning on the academic achievement and academic motivation of science student teachers in optics and modern physics. A quasi-experimental pretest–posttest control group design was employed. Eighty-three student teachers at Farhangian University were selected through convenience sampling and randomly assigned to experimental and control groups. Over eight instructional sessions, the experimental group received technology-enhanced flipped learning incorporating multimedia resources, interactive simulations, artificial intelligence (AI)-supported learning tools, and active learning activities, whereas the control group received conventional instruction. Data were collected using a researcher-developed Academic Achievement Test and the Harter Academic Motivation Questionnaire and analyzed using analysis of covariance (ANCOVA) and Pearson's correlation coefficient. The findings indicated that technology-enhanced flipped learning significantly improved both academic achievement and academic motivation compared with conventional instruction. A significant positive relationship was also found between academic achievement and academic motivation. The results suggest that the effectiveness of this approach stems not merely from shifting content delivery outside the classroom but from purposeful instructional design, the integration of technology with active learning, and meaningful learner engagement. These findings provide empirical support for developing innovative technology-enhanced science education and teacher education programs.