Teaching and learning at universities are a significant challenge because of the worldwide COVID-19 pandemic, which demands substantial optimization of different types of education platforms. Here, as an important approach, the multi-criteria decision analysis (MCDA) method showed the possibility that could be designed and used in these uncertain environments. Even, in the mathematics education context, it is always necessary to identify the appropriate criteria and sub-criteria, which could adapt to these uncertain pedagogical changes since there are only a few cases to engage and activate its model in the academic area. Also, with amplified acceptance, a fruitful flipped and gamified methodology with sustainable development could support to advance the unreliable situations. This book chapter endeavoured to design and implement appropriate criteria for flipped, gamified, and sustainable mathematics education during uncertain environments such as COVDI-19 and possible incidents with a multi-criteria decision analysis/fuzzy-decision-making trial and evaluation laboratory (MCDA/F-DEMATEL) method. In detail, it allocates flipped classrooms, and gamified information, communication, and technology (G-ICT) with sustainable development in university mathematics education after the professionals’, decision-makers, consultations, and recommendations. The definitive results after proper analyses could be appraised with the weighted linear combination (WLC) together with their weighted-coefficients’ calculation, and sensitivity-analysis. Here, as a case analysis, the results of the expert panel survey demonstrated that scenario (1) which was decided by the expert panel obtained 83% positive perception. Scenario (2) that assigned equal weight was the less preferred with 47% positive perception through the same expert panel survey. Consequently, the results indicated that this method proposed could be used to authenticate the most principal flipped and gamified mathematics education with sustainable development for adapting uncertain educational environments with education contexts corresponding to more long-term goals. Accordingly, decision-making glitches could be pertained by the method suggested at private industry levels, government sectors, and other academic subjects, which constantly requires continuous achievement of knowledge and dissemination for both certain and uncertain situations that might be encountered.