ACTIVE METHODS AND THE ROLE OF THE TEACHER: THE FLIPPED CLASSROOM AND ITS CHALLENGES AS AN ACTIVE LEARNING STRATEGY

Abstract

This study aims to examine the Active Learning Methodology known as the Flipped Classroom, through a literature review, in order to define it, describe its core characteristics, and reflect on the challenges involved in its practical implementation. Furthermore, it discusses the teacher’s role in this context, highlighting their performance as a researcher-professional, able to learn from their own practice and turn challenges into teaching and learning opportunities. This methodology is structured around the inversion of the traditional dynamic: first, students are guided to study concepts, themes, or problems outside the school environment; subsequently, in the classroom, this content is deepened through discussions, practical activities, simulations, and problem-solving, making learning more meaningful and student-centered. Its development relies heavily on the use of technological resources such as digital equipment and internet access and on the work of proactive, creative, and communicative teachers who can encourage students’ autonomy in the pursuit of knowledge.