Resumen
El aula invertida se ha consolidado como una de las principales metodologías activas en la educación superior; sin embargo, la evidencia científica permanece dispersa entre distintos contextos disciplinares. El objetivo de este estudio fue determinar el estado actual del modelo pedagógico de aula invertida mediante una revisión sistemática de la literatura. Se siguieron las directrices PRISMA 2020 y se consultaron las bases de datos Scopus, Web of Science, ERIC y SpringerLink, seleccionándose 20 estudios que cumplieron los criterios de inclusión. Los resultados mostraron que el aula invertida favorece el aprendizaje activo, fortalece la autorregulación, incrementa la participación estudiantil y promueve el desarrollo de competencias cuando existe coherencia entre el diseño instruccional, la preparación autónoma y las actividades presenciales. Se concluye que el aula invertida constituye un modelo pedagógico consolidado (pedagógica, tecnológica y formativa) cuya efectividad depende de la integración sistémica de sus componentes.
Citas
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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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