Abstract
The flipped classroom has become one of the main active methodologies in higher education; however, scientific evidence remains dispersed across different disciplinary contexts. The objective of this study was to determine the current state of the flipped classroom pedagogical model through a systematic literature review. PRISMA 2020 guidelines were followed, and the Scopus, Web of Science, ERIC, and SpringerLink databases were consulted, selecting 20 studies that met the inclusion criteria. The results showed that the flipped classroom promotes active learning, strengthens self-regulation, increases student participation, and fosters competency development when there is coherence between instructional design, autonomous preparation, and face-to-face activities. It is concluded that the flipped classroom constitutes a consolidated pedagogical model, in its pedagogical, technological, and formative dimensions, whose effectiveness depends on the systemic integration of its components.
References
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[2] M. Barranquero-Herbosa, R. Abajas-Bustillo, and C. Ortego-Maté, "Effectiveness of flipped classroom in nursing education: A systematic review of systematic and integrative reviews," International Journal of Nursing Studies, 2022.
[3] F. Z. Chen et al., "Enhancing student engagement and learning outcomes in life sciences: Implementing interactive learning environments and flipped classroom models," Discover Education, 2025.
[4] L. W. Colque and J. A. Arias, "Aula invertida y autoaprendizaje de estudiantes universitarios en entornos virtuales: Revisión sistemática," Horizontes. Revista de Investigación en Ciencias de la Educación, 2024.
[5] A. Ferriz-Valero, R. Sánchez-Gil-Machín, S. García-Martínez, and S. Baena-Morales, "La importancia del feedback en el aula invertida: Motivación y rendimiento académico en estudiantes universitarios," Educación XX1, 2025.
[6] M. Mariam, H. D. Surjono, B. S. Wijanarka, and I. Maulana, "Constructivist-based flipped classroom in e-learning: Enhancing student engagement and learning outcomes," Multidisciplinary Science Journal, 2025.
[7] P. Martínez-Clares, F. J. Pérez Cusó, N. González-Morga, and C. González-Lorente, "Competencias transversales y aula invertida en Educación Superior," Revista Electrónica Interuniversitaria de Formación del Profesorado, 2024.
[8] D. Mizza, M. Reese, and D. Malouche, "Flipped classroom evaluation and blended learning potential: A case study of engagement and inclusion in quantitative education," Smart Learning Environments, 2025.
[9] I. Noguera, P. E. Robalino Guerra, and S. Ahmedi, "The Flexibility of the Flipped Classroom for the Design of Mediated and Self-regulated Learning Scenarios," RIED-Revista Iberoamericana de Educación a Distancia, 2023.
[10] J. Phillips and F. Wiesbauer, "The flipped classroom in medical education: A new standard in teaching," Trends in Anaesthesia and Critical Care, 2022.
[11] T. Alves and B. Duarte, "The flipped classroom model potential in online learning: An assessment focused on pedagogical interactions," PUBLICACIONES, 2021.
[12] S. V. Valdivia, L. G. Peñarrieta Bedoya, and T. R. Aguilar Portugal, "Impacto del aula invertida en la construcción del conocimiento en educación superior," European Public & Social Innovation Review, 2024.
[13] M. A. Vega, N. F. Caizaluisa Barros, A. D. Salinas Montemayor, and N. H. Villar Astudillo, "Flipped Classroom en la Educación Superior: Un Modelo Efectivo Para Promover la Participación Activa y el Aprendizaje Significativo," Revista Social Fronteriza, 2025.
[14] P. Youhasan, Y. Chen, M. Lyndon, and M. A. Henning, "Exploring the pedagogical design features of the flipped classroom in undergraduate nursing education: A systematic review," BMC Nursing, 2021.
[15] M. V. Zimmermann, "Flipped Classroom o aula invertida: Principios, fundamentos y aplicaciones en entornos de aprendizaje," Krínein. Revista de Educación, 2023.
[16] M. I. Baig and E. Yadegaridehkordi, "Flipped classroom in higher education: A systematic literature review and research challenges," International Journal of Educational Technology in Higher Education, vol. 20, art. no. 61, 2023, doi: 10.1186/s41239-023-00430-5.
[17] M. Lundin, A. Bergviken Rensfeldt, T. Hillman, et al., "Higher education dominance and siloed knowledge: A systematic review of flipped classroom research," International Journal of Educational Technology in Higher Education, vol. 15, art. no. 20, 2018, doi: 10.1186/s41239-018-0101-6.
[18] F.-D. Fernández-Martín, J.-M. Romero-Rodríguez, G. Gómez-García, and M. Ramos Navas-Parejo, "Impact of the Flipped Classroom Method in the Mathematical Area: A Systematic Review," Mathematics, vol. 8, art. no. 2162, 2020, doi: 10.3390/math8122162.
[19] D. Y. Long, S. Wang, S. Md Rashid, and X. T. Lu, "Artificial intelligence in higher education: A systematic review of its impact on student engagement and the mediating role of teaching methods," Frontiers in Education, vol. 10, art. no. 1648661, 2026, doi: 10.3389/feduc.2025.1648661.
[20] S. Wittmann, T. Wulf, and K. Wieser, "Flipped learning in business and economics higher education: A systematic literature review," The International Journal of Management Education, vol. 24, no. 2, art. no. 101366, 2026, doi: 10.1016/j.ijme.2026.101366.
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