Authors : Dr. A. Pavani; Dr. V. B. Chithra; K. Naresh

Volume/Issue : Volume 10 - 2025, Issue 11 - November

Google Scholar : https://tinyurl.com/37kwnbhv

Scribd : https://tinyurl.com/5n79pn7t

DOI : https://doi.org/10.38124/ijisrt/25nov1385

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : The flipped classroom model has emerged as one of the most transformative instructional strategies of the 21st century, redefining the traditional teacher-centered paradigm. By inverting the sequence of teaching and learning—where students first explore new concepts outside the classroom and then apply them actively in class—the flipped classroom promotes engagement, critical thinking, and learner autonomy. This article explores the theoretical foundations, implementation practices, advantages, challenges, and outcomes associated with the flipped classroom. Additionally, it includes reflective insights from a teacher’s perspective, supported by research evidence and practical recommendations for educators seeking to adopt this approach. The analysis concludes that when properly planned and supported, the flipped classroom not only enhances academic performance but also nurtures lifelong learning skills and digital literacy.

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4. Herreid, C. F., & Schiller, N. A. (2013). Case Studies and the Flipped Classroom.
5. O’Flaherty, J., & Phillips, C. (2015). The Use of Flipped Classrooms in Higher Education.
6. Vygotsky, L. S. (1978). Mind in Society