Title: Designing an Electronic Environment Based on the Interaction between the Micro- Learning Model and the Cognitive Style for Developing the Skills of Employing Flipped Learning among Kindergarten Female Students. Researcher: Hend Emad Hmouda Salama. Position: Assiatant teacher at Education Technology Department, Faculty of Specific Education, Zagazig University. Degree: Doctorate degree in specific education, Educational Technology. College and University: Faculty of Specific Education, Zagazig University. Abstract: The aim of the current research is to reveal the design of an electronic environment based on the interaction between the micro-learning model and the cognitive style for developing the skills of employing flipped learning among kindergarten students, The experiment was conducted on a sample of (80) female kindergarten students at the Faculty of Early Childhood Education, Zagazig University, and the research sample was divided into four groups: the first experimental group: the synchronous micro-learning display style and the reflectivity cognitive style, the second experimental group: the synchronous micro-learning display and the cognitive-impulsive style, the third experimental group: the consecutive micro-learning and the reflectivity cognitive style, the fourth experimental group: the consecutive micro-learning and the cognitive-impulsive style, The research used three research tools, namely: the cognitive style test (Impulsive and Reflectivity) - the familiar forms pairing test - the achievement test to measure the cognitive aspect of the skills of using flipped learning, and a note card to measure the skill performance of the skills of using flipped learning, The results indicated that there was a statistically significant difference at the level (0.05) between the mean scores of the four experimental groups due to the interaction between the presentation style of micro-learning (Consecutive / Synchronous) and the cognitive style (Reflectivite/ impulsive) in the post-measurement of the cognitive achievement test related to the acquisition of knowledge. Flipped learning employability skills, This difference came in favor of the consecutive micro-learning display style with the reflectivity cognitive style, and there was a statistically significant difference at the level (0.05) between the mean scores of the four experimental groups due to the interaction between the micro-learning display style (Consecutive / Synchronous) and the cognitive style (Reflectivite / Impulsive) in the post-measurement of the observation card of the practical performance of flipped learning employability skills, and the difference came in favor of the consecutive micro-learning display style and the reflectivity cognitive style.