FLIPPED CLASSROOM: AN ACTIVE STRATEGY ENHANCED BY DIGITAL TECHNOLOGIES

Abstract

This article aimed to analyze the flipped classroom as an active strategy enhanced by digital technologies in the context of contemporary education. The central approach consisted of understanding how the reorganization of teaching space and time, combined with the intentional use of technological resources, contributes to the promotion of active learning and the repositioning of the teaching role. The study was based on bibliographic research, with an analysis of three scientific articles published between 2019 and 2022, selected based on criteria of timeliness, thematic relevance, and open access. Based on the systematization of theoretical frameworks, three thematic chapters were structured, which discussed: the pedagogical foundations of the flipped classroom; the role of digital technologies as mediators of learning; and the didactic implications of this approach in teaching practice. The analysis concluded that the flipped classroom fosters student autonomy, engagement with content, and the active construction of knowledge, provided it is combined with consistent pedagogical planning, qualified teacher mediation, and equitable access to technological resources. Limitations related to infrastructure, teacher training, and the digital competency of those involved were identified, suggesting further empirical studies on the methodology's effectiveness in different educational contexts.