Vol. 1, Issue 1, Part A (2024)

The flipped classroom has emerged as a transformative pedagogical model in higher education, aimed at improving student performance, engagement and conceptual understanding. Unlike traditional lecture-based methods, this approach inverts the learning process students explore instructional content independently, usually online, before class, and then engage in problem-solving, discussions, and collaborative tasks during in-person sessions. This review synthesizes empirical studies and data from global contexts to assess how the flipped classroom influences academic performance, knowledge retention, learner satisfaction, and teaching effectiveness. Findings reveal significant improvements in student engagement and performance, particularly in STEM and health science disciplines. However, challenges related to instructor preparedness, digital divide, and student adaptability remain. The paper concludes with implications for future curriculum design, suggesting that when implemented thoughtfully, flipped classrooms can substantially enhance the quality of higher education.