Flipped classroom as a learning strategy for university students: A systematic review
DOI:
https://doi.org/10.5281/zenodo.18233137Keywords:
flipped classroom, university learning, higher educationAbstract
The flipped classroom model has gained relevance in higher education as a pedagogical strategy that promotes active and autonomous learning among university students. Therefore, this study analyzed its implications for improving learning in university contexts through a systematic review, guided by the PRISMA guidelines. The search was conducted in Scopus and SciELO using the descriptors “flipped classroom,” “learning,” and “flipped learning,” combined with the Boolean operator AND. Scientific articles published between 2020 and 2025 were included, applying predefined inclusion and exclusion criteria. Of the studies identified, 21 met the eligibility criteria and were analyzed. The results show that the flipped classroom improves academic performance, increases student motivation and active participation, and fosters self-regulated learning and academic satisfaction. In conclusion, it is positioned as an effective and innovative strategy for optimizing teaching and learning processes in higher education, especially when integrated with active methodologies and educational technologies.
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