THE USE OF THE FLIPPED CLASSROOM FOR OPTIMIZING TEACHING TIME

Abstract

The present research investigates the application of the flipped classroom as a fundamental strategy for the optimization of pedagogical time in contemporary education. The debate focuses on the transition from the traditional teaching model to a structure where the student accesses theoretical content beforehand, reserving classroom space for practical and collaborative activities. Through a qualitative bibliographic review approach, the potential of digital media and gamification in supporting this hybrid model is analyzed, favoring engagement and inclusion. The results indicate that flipping the didactic flow allows for closer monitoring of individual difficulties, enhancing student motivation and the effectiveness of teaching interventions. The investigation highlights that the integration of active methodologies promotes the democratization of knowledge and student autonomy at various levels of schooling and areas of knowledge. The reflections offered seek to subsidize the strengthening of innovative practices that respond to the challenges of education in the current century. The main authors used in this research are Moreira et al. (2025), Fernandes et al. (2024), and Perpétua et al. (2025).