Year: 2025
Type: article
Abstract: This study explores the integration of the flipped learning model (FLM) in Moroccan higher education, aiming to assess students’ perceptions of its benefits and challenges. Using a quantitative approach, data were collected from 326 participants. Results indicate that students view FLM as a tool that enhances engagement, fosters self-directed learning and increases motivation due to interactive in-class activities and the flexibility of reviewing materials independently. However, challenges such as unequal digital access and varying levels of technological proficiency remain significant barriers. Despite extensive global research on flipped learning, empirical studies within the Moroccan context are limited. This study addresses this gap by offering one of the first focused investigations of FLM implementation at a Moroccan university. Findings highlight the need for context-sensitive strategies, including targeted digital literacy training for students and educators. Policy implications emphasize the importance of structured national initiatives to ensure equitable access to digital tools, such as subsidized internet and institutional provision of technology. Embedding digital literacy into academic curricula may also enhance long-term competence. This study contributes a localized perspective to the global flipped learning discourse, underscoring the importance of aligning pedagogical innovations with cultural and infrastructural realities.
Source: Cogent Education
Institution: Sidi Mohamed Ben Abdellah University
Language: English
Topic: Innovative Teaching Methods
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: gold
Estimated APC paid: $1,165
OpenAlex ID: W6903444291