Flipped Learning as an Educational Strategy for Active Learning in Engineering

Abstract

This study analyzes the impact of Flipped Learning on the active learning of engineering students. A systematic literature review was carried out using indexed databases such as Scopus and ScienceDirect, selecting relevant studies under quality and relevance criteria. The results show that Flipped Learning improves knowledge retention and academic performance, although it faces challenges such as resistance to change and the digital divide. Highlights the key role of digital technologies in its optimization. It is concluded that this methodology enhances student autonomy and interaction in the classroom, recommending its implementation with technological strategies adapted to various educational contexts