Designing and Implementing a Collaborative Flipped Classroom–Project-Based Learning Model for Environmental-Oriented Geography Education in Higher Education

Abstract

This study aims to design and implement a collaborative Flipped Classroom–Project-Based Learning (FC–PjBL) model within an environmental-oriented geography course in higher education. The research adopts a mixed-methods approach to examine both the learning process and measurable outcomes of the model implementation. The qualitative component explores students’ learning experiences, interaction patterns, and engagement in analysing real-world environmental issues, while the quantitative component measures student engagement based on attendance, participation in discussions, and task completion. The study was conducted with 89 undergraduate students enrolled in a Geography Education program. The FC–PjBL model was implemented across seven instructional sessions, integrating asynchronous and synchronous activities within each phase of project-based learning. Students worked collaboratively to develop instructional media addressing environmental topics such as disaster mitigation, land use change, and spatial analysis. The findings indicate that the proposed model effectively supports structured learning processes and sustained student engagement, with engagement levels ranging from 85% to 92% across all stages. The highest engagement occurred during the implementation phase, highlighting the role of collaborative project work in enhancing participation. In addition, students produced diverse and high-quality outputs, including instructional videos, 3D-based media, interactive digital maps, and scholarly articles, demonstrating their ability to apply theoretical knowledge to environmental contexts. This study contributes to the development of an integrated instructional framework that combines flipped classroom and project-based learning, offering both theoretical and practical implications for environmentally oriented higher education. The findings suggest that FC–PjBL provides a structured and replicable approach to fostering engagement, collaboration, and meaningful learning outcomes in geography education.