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