The current research aimed to identify the effect of the interaction between the structure of interactive classroom activity groups (heterogeneous/homogeneous) via tablets and academic engagement (high/low) in the flipped classroom environment on the development of digital creativity skills and cognitive and social presence among educational technology students. The research sample consisted of (64) students in the second-year in the Educational Technology Department at the Faculty of Specific Education, Zagazig University. They were divided into two groups, each with four experimental groups. The research included four experimental treatments :The first experimental treatment used a structure of interactive classroom activity groups with heterogeneous achievement and high academic engagement in the flipped classroom environment. The second used a structure of interactive classroom activity groups with heterogeneous achievement and low academic engagement in the flipped classroom environment. The third used a structure of interactive classroom activity groups with homogeneous achievement and high academic engagement in the flipped classroom environment. The fourth experimental treatment used a structure of interactive classroom activity groups with homogeneous achievement and low academic engagement in the flipped classroom environment.The research tools included an achievement test, an observation card, a digital creativity scale, and a cognitive and social presence scale. The results revealed differences between the average scores of the experimental groups on the cognitive achievement test related to the advanced programming course, the performance aspects observation card, the digital creativity scale, and the cognitive and social presence scale. This difference was due to the effect of the different structure of the interactive classroom activity groups (heterogeneous/homogeneous) across tablets, in favor of the homogeneous structure of the interactive classroom activity groups. This difference was also due to the effect of the different academic engagement (high/low), in favor of high academic engagement. However, no statistically significant differences were found between the average scores of the experimental groups on the cognitive achievement test related to the advanced programming course, the performance aspects observation card, the digital creativity scale, and the cognitive and social presence scale, due to the interaction effect between them. The research recommended taking into account the formation of homogeneous groups when designing interactive classroom activities to address individual differences and benefit from them in developing digital creativity and cognitive and social presence.