THE EFFECTIVENESS OF THE FLIPPED CLASSROOM IN ENHANCING CRITICAL THINKING SKILLS

Abstract

As education shifts toward more student-centered learning models, the flipped classroom has emerged as a promising pedagogical approach. Moving away from traditional lecture-based instruction, the flipped model requires students to engage with foundational content independently outside of class, thereby freeing classroom time for active learning activities. This reorganization of instructional time is believed to foster critical thinking skills by emphasizing problem-solving, analysis, and synthesis over rote memorization. This article critically examines the flipped classroom method’s effectiveness in enhancing critical thinking, drawing upon empirical studies conducted between 2015 and 2025. It explores cognitive theories underpinning the model, reviews quantitative and qualitative evidence from multiple educational settings, and analyzes challenges associated with its implementation. The findings demonstrate that when implemented thoughtfully, the flipped classroom significantly improves critical thinking abilities, though its success heavily depends on careful instructional design, student motivation, and access to technology.