Flipped learning from the perspective of secondary school students: An exploration of lived experiences, benefits, and limitations

Document Type : Original Article

Authors

1 Associate Professor, Department of Curriculum and Instructional Methods and Programs, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran

2 Master's graduate in Curriculum, Faculty of Psychology and Education, University of Tehran, Tehran, Iran.

3 Master's degree in Educational Research, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran.

Abstract

Flipped learning is one of the modern approaches to teaching and learning in the present era. In this approach, students receive instructional content before attending class and devote class time to interactive activities, discussion, and review of concepts. This study was conducted with a qualitative approach and phenomenological method to explain the lived experiences of upper-secondary students in Mashhad regarding the advantages and limitations of flipped learning. For this purpose, semi-structured interviews were conducted with 18 upper-secondary students in Mashhad, and the obtained data were analyzed using Smith’s approach. After analyzing the data, three overarching themes emerged: classroom dynamics, teachers’ and parents’ unfamiliarity with flipped learning, and challenges in accessing resources. Students reported classroom dynamics as one of the benefits of flipped learning, whereas teachers’ and parents’ unfamiliarity with this approach and limitations in resource access were identified as constraints. The study’s findings indicate that flipped learning can enhance students’ motivation and active engagement and increase classroom dynamism. However, many teachers’ and parents’ lack of mastery and sufficient familiarity with this approach, along with infrastructural limitations and unequal access to resources, create challenges.
Quarterly Journal of Education Studies
Volume 11, Issue 44
March 2026
Pages 35-48

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