Unlocking the Potential of Flipped Classroom Models in Elementary Education: A Systematic Literature Review

Abstract

This systematic review synthesized evidence on the barriers, enabling conditions, and outcomes of flipped classroom implementation in elementary education. A Scopus search on 13 February 2026 identified 265 records from 2016–2025, with PRISMA 2020 screening retaining 27 eligible studies. The included studies underwent structured thematic synthesis following methodological quality appraisal using the Mixed Methods Appraisal Tool (MMAT). Teacher-related barriers (n = 11) and technological constraints (n = 10) predominated, while student readiness, family support, and contextual adaptation shaped implementation. Structured design (n = 16) and age-appropriate materials (n = 15) predominated, supported by teacher development, active pedagogy, motivation, and ecosystem readiness. Academic achievement (n = 16) and motivation and engagement (n = 14) predominated, alongside retention, higher-order thinking, socio-emotional development, and physical outcomes. However, competitive features increased anxiety, while complex motor tasks produced weaker outcomes when demands exceeded learner readiness. Conceptually, this review advances a developmentally grounded, systemic explanation of elementary flipped classroom implementation. It positions instructional alignment as the mechanism connecting technology, teacher capacity, learner readiness, family support, and institutional conditions. Successful implementation therefore depends on coherent relationships among these components and their adaptation to younger learners. These findings provide schools with evidence-based criteria for equitable, developmentally appropriate, and responsible implementation.