Flipped classroom and micro learning in the digital age: A comparative study on cognitive, emswellerotional, and behavioral engagement of elementary school students

Classroom Change in Practice: Decoloniality, Flipped Learning, and Student Performance

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.

Impact of Digital Learning on Students

The paper concludes that digital learning can significantly improve educational outcomes when used responsibly and supported by appropriate teaching tactics and infrastructure.

Flipped classroom methodology and its effect on english language learning outcomes in higher education

Flipped Learning in Mathematics and Science Education: A Systematic Review with Implications for Higher Education in Nepal

Flipped learning is a student-centered teaching strategy that reverses the conventional learning environment by delivering instructional content before the class while moving activities, such as homework, into the classroom. Primarily, this study has made a systematic review of the literature on flipped learning in mathematics and science education following the PRISMA guidelines. It has also observed how the higher education system in Nepal can be transformed. After the intensive investigation and screening of the database, 65 peer-reviewed articles published from 2015 to 2025 were selected for the review study. The findings of the reviewed studies show that well-designed flipped learning always leads to enhanced students' engagement, academic performance, deeper conceptual understanding, and the development of higher-level thinking skills. Furthermore, the reviewed studies explain that flipped learning modifies traditional classroom setups into interactive, collaborative, and learner-centered learning activities. The findings of this review also indicate that structured pre-class preparation, in-class collaborative tasks, and continuous formative assessment are the key essence of this model. Nevertheless, students’ readiness, faculty’s workload, the digital divide, and institutional culture still remain major obstacles in this regard. Finally, this study provides an evidence-based summary of the reviewed studies and offers policy-related guidance for the promotion and reform of learner-centered higher education in Nepal.

Effectiveness of Models of Teaching in Higher Education: A Comparative Review of Inquiry-Based, Active, Cooperative, and Flipped-Classroom Approaches

Models of teaching remain central to instructional design in higher education, yet the field lacks a consolidated comparative account of how well competing models actually perform against one another. This review synthesizes evidence on the effectiveness of five widely researched models—inquiry training, active learning, cooperative learning, the flipped classroom, and problem-based learning—drawing on meta-analytic and primary quantitative studies published between 1991 and 2025. Across models, effect sizes on learner achievement range from small (g ≈ 0.05–0.29 for flipped-classroom and problem-based formats) to large (d ≈ 0.7–1.9 for inquiry training), with cooperative and general active-learning approaches occupying a moderate middle band (d ≈ 0.47–0.54). The review identifies four recurring mechanisms—active engagement, constructivist cognitive processing, structured feedback, and metacognitive reflection—that explain effectiveness across otherwise dissimilar models, while implementation fidelity, intervention duration, comparison-group rigor, and learner educational level emerge as the principal moderators of observed magnitude. A persistent gap concerns higher education specifically: most primary evidence, particularly for inquiry training, derives from school-level populations, leaving conclusions about undergraduate and graduate contexts comparatively tentative. The review concludes that no single model is universally superior; effectiveness is contingent on alignment between model, discipline, duration, and learner readiness, and it proposes a synthesized framework to guide model selection in higher education practice.

The Role Of Digital Learning Media In Motivating Elementary School Students' Learning

Digital learning media has a positive impact on elementary school students' learning motivation by increasing attention, active engagement, self-confidence, and creating a pleasant learning atmosphere, however, its effectiveness still depends on the limitations of technological infrastructure, teachers' digital readiness and skills, and the risk of dependency and overstimulation in students.