The flipped classroom in higher education: pedagogical innovation in a master’s degree module

Abstract

The introduction of the flipped classroom methodology stemmed from recurring difficulties identified by students, particularly in the theoretical component, where lessons were predominantly lecture-based, resulting in low student participation and a lack of motivation.
The proposal focused on the systematic adoption of the flipped classroom methodology, combined with peer-to-peer learning, to explore theoretical content and research practical case studies. In groups of three, students investigated topics guided by the teacher, produced summaries in digital formats (e.g., PowerPoint/Canva) and delivered oral presentations that took on the role of a ‘lesson’, complemented by learning assessment activities (e.g., quizzes) and a final discussion/reflection.
The observed results point to greater participation and motivation, evidence of knowledge acquisition and improved academic performance. Among the challenges, the following stand out: initial resistance from some students, the management of collaborative work in classes with international students, the need to redefine the teacher’s role as a facilitator, and the misuse of AI (mitigated by requiring references). It is concluded that the flipped classroom, integrated with active strategies, contributes to more participatory, applied and meaningful learning in this course unit, justifying the continuation and refinement of the model.