Jul 2026· Revista de Estudos Interdisciplinares· 0 citations
Abstract
This study aims to examine the Active Learning Methodology known as the Flipped Classroom, through a literature review, in order to define it, describe its core characteristics, and reflect on the challenges involved in its practical implementation. Furthermore, it discusses the teacher’s role in this context, highlighting their performance as a researcher-professional, able to learn from their own practice and turn challenges into teaching and learning opportunities. This methodology is structured around the inversion of the traditional dynamic: first, students are guided to study concepts, themes, or problems outside the school environment; subsequently, in the classroom, this content is deepened through discussions, practical activities, simulations, and problem-solving, making learning more meaningful and student-centered. Its development relies heavily on the use of technological resources such as digital equipment and internet access and on the work of proactive, creative, and communicative teachers who can encourage students’ autonomy in the pursuit of knowledge.
The 'Flipped Classroom' is an innovative, student-centered teaching method in which the initial study of course material takes place outside the classroom, while class time is dedicated to active, collaborative, and problem-based learning activities. The objective of this study was to analyse the benefits and challenges of the flipped classroom and evaluate its effectiveness as a student-centred pedagogical approach. The study examined the method's impact on student participation and learning outcomes, its core components, implementation challenges, and strategies to address those challenges. The study was conducted using a 'Systematic Literature Review' (SLR) methodology and relied entirely on secondary data. The findings indicate that the flipped classroom fosters active participation, collaborative learning, and self-regulated learning among students, thereby enhancing their engagement and learning outcomes. However, technical limitations, inadequate student preparation, and excessive teacher workload were identified as major challenges to its implementation. The study further reveals that these challenges can be mitigated through proper planning, institutional support, technology accessibility, and teacher training. Thus, it can be concluded that, when implemented effectively, the flipped classroom is an efficient, flexible, and promising student-centered teaching method.
Rohit Akbar, Manas Das· EPRA international journal o...· 0 citations
This article addresses the importance and relevance attributed to active methodologies in the current educational context. Active methodologies are understood as teaching approaches that place the student at the center of the learning process. In these approaches, students are encouraged to actively participate in the construction of knowledge through practical, collaborative, investigative, or problem-based activities.Using a methodology based on a bibliographic review with a qualitative and descriptive approach, this study aimed to analyze the methodologies and the challenges faced in teaching practice. The results indicate that, unlike the traditional model—where the teacher is the main transmitter of content—in active methodologies, the teacher acts as a mediator and facilitator, fostering critical thinking, autonomy, and the resolution of real or simulated challenges. The final considerations conclude that this approach represents a significant advancement in the field of education. Teachers committed to reflective and mediating practices provide students with the conditions and means to take ownership of systematized knowledge, acting as active subjects in the learning process. Moreover, by appropriating this knowledge, students are better prepared to understand and make critical and autonomous use of it.
Ivonilda Rosa Pereira Nascimento, Maria de Lourdes Ferreira Bulhões, Ana Maria Rosas da Silva et al.· Revista de Estudos Interdisc...· 0 citations
The efficacy of student working groups in face-to-face and virtual (synchronous distance learning) classrooms, with regard to cognitive development and subject learning, has been widely researched in recent decades in order to determine the conditions under which this method is effective. However, teacher attitudes and practices regarding this teaching–learning tool have been less extensively investigated. This paper focuses on the effectiveness and the applicability of a specific student group work model. This study addresses: (a) the types of difficulties encountered by prospective secondary education teachers who have been trained to use a student group work model when implementing it in practice, and (b) how they assess the applicability of this model. To answer these questions, a questionnaire was administered to prospective teachers after the completion of their group work teaching in real classrooms. The main findings are: (a) prospective teachers most frequently report difficulties in selecting appropriate open-ended tasks for group work and in handling student questions during the group work phase; and (b) the majority consider that the model can be used regularly in everyday school practice, despite some manageable difficulties.
Léonidas Gomatos· Proceedings of the Internati...· 0 citations
Contemporary education is shaped by the need for more inclusive, flexible, and student-centered learning environments. As educational systems respond to social, cultural, and technological changes, new pedagogical approaches have become increasingly important in supporting learner engagement, classroom equity, and practical competence. In this context, inclusive pedagogy, active learning models, and technology-supported instruction offer valuable perspectives for modern educational research. The chapters in this volume examine selected issues in teaching and learning from different but complementary perspectives. The first chapter discusses the decolonization of the classroom and proposes a more inclusive pedagogical framework. The second chapter focuses on the flipped classroom model and evaluates its evidence-based outcomes across disciplines. The third chapter explores the role of computer laboratory facilities and self-efficacy in enhancing students’ statistical practicum competence through a stimulus–organism–response perspective. By bringing together these studies, this volume highlights the importance of rethinking classroom practices in line with contemporary educational needs. The chapters demonstrate how inclusive frameworks, active learning models, digital facilities, and learner self-efficacy can contribute to more effective and adaptive educational environments. It is hoped that this book will serve as a useful academic resource for researchers, educators, students, and professionals interested in educational sciences, pedagogy, classroom innovation, digital learning environments, and student competence. We extend our sincere appreciation to all contributing authors for their valuable scholarly efforts.
Fedi Ben Dhaou, M. Trigui, Amal Ayedi et al.· 0 citations
This study examines the impact of competency-based curricula (CBCs) and technology on teaching and learning literature in English among secondary schools in Arusha, Tanzania. Critical thinking, creativity and student participation were not much promoted in the traditional teacher-centered practices of Tanzania's education system. The introduction of CBC addressed this challenge by promoting a learner-centered approach emphasizing skills and competencies required in the twenty-first century. A mixed-methods approach was adopted in the present study to collect data from both instructors and students at various schools through surveys, interviews and classroom observations. The findings reveal that CBCs increases student engagement and participation in English literature by motivating students to develop critical analytical skills through active learning. Thereafter, technology integration including digital resources, online platforms and multimedia tools, significantly enhances the educational curriculum by providing diverse text material and encouraging an interactive learning atmosphere. The study also emphasizes the need for professional development of instructors and adequate technological infrastructure. Overall, the results of this study reveal that when a competency-based curriculum is integrated with technology, it makes the literature in English education more interesting, dynamic, resourceful and successful, preparing students for the globalized digital world.
G. Cheema, Mohd Aarif Rather, Vandana Aggarwal et al.· Journal of Interdisciplinary...· 0 citations
The constant social and educational changes have demanded that schools adopt teaching practices that encourage students to actively participate in knowledge building. In this context, active methodologies stand out as important strategies to promote meaningful learning, fostering autonomy, critical thinking, collaboration, and problem-solving. This study aims to share a teaching experience carried out in the 3rd grade of Elementary School I, with 25 students, in the municipal school system in 2025, highlighting the contributions of active methodologies to student learning. It is an experience report, with a qualitative and descriptive approach, based on contemporary education theoretical frameworks. This is an experience report with a qualitative and descriptive approach, based on theoretical frameworks of contemporary education. During the activities, strategies such as problem-based learning, collaborative work, station rotation, gamification, the use of educational games, technological resources, and investigative activities were used, allowing students to take a more active role in the teaching and learning process. The observed results indicate increased interest, participation, and interaction among students, as well as improvements in autonomy, problem-solving skills, and the consolidation of the skills outlined by the National Common Curricular Base (BNCC). It can be concluded that adopting active methodologies encourages more meaningful, dynamic, and contextualized learning, contributing to the overall development of early elementary school students.
Sandra De Lourdes Andrade Jovial Macarini· Revista Gênero e Interdiscip...· 0 citations
