Integration of the flipped classroom in Mexican school contexts. A review of studies from 2021 to 2025

Abstract

The Covid-19 pandemic favored the integration of new innovative teaching methodologies in various educational contexts. One of them was the flipped classroom, which emerged as an effective strategy for fostering students’ active learning. The implementation of the methodology in Mexico allows to document, systematize and analyze a wide range of experiences. The aim of this study was to carry out a systematic review of studies published between 2021 and 2024 to identify trends, findings and strategies that help their integration into new school contexts. The revision included 19 studies focused on the implementation of the methodology in Mexican educational settings in different academic levels. Among the most relevant findings is that the flipped classroom promotes positive changes in teachers’ practices and in the development of students’ autonomy. In addition, there are some other benefits, for example, the increase in the interaction and responsibility of the students in their learning process. Nevertheless, some challenges were identified, mainly on teacher training, access to technological resources and the necessity to adapt the teaching strategies to the students’ profiles. As a result of the review, some opportunities arise. For example, strengthening the teacher’s skills to integrate digital tools and the possibility to improve the perception of both teachers and students. Finally, the need to continue researching on the implementation of the flipped classroom in new school contexts is of paramount importance.