Motivation is the cornerstone of building success. If it is strong, achieving a greater number of objectives will be assured, and therefore a more glorious success can be met. Thus, to promote motivation, it is advisable to pay particular attention to the pedagogical approach adopted by the teacher since it has been proven that there is a positive relationship between the choice of an active approach and enhancing motivation. The situation generated by COVID-19 has been a profitable opportunity to experiment with “Flipped Classroom” pedagogy, to invert the class and adapt learning activities that have been traditionally offered to students through distance (online) and in-person learning alternately. Thus, the present study aims to evaluate this Flipped Pedagogy’s impact on the motivation to learn of undergraduate students of the Higher Institute of Nursing Professions and Healthcare Techniques in Fez. Data have been collected from 410 students who were questioned before and after the adoption of the Flipped Classroom, based on a motivation scale validated by Rolland Viau in 1994, translating the determinants and indicators of motivation according to his socio-cognitive model of motivational dynamics. The answering percentage was 90.73%. Data analysis demonstrated a statistically significant association between the Flipped Classroom and students’ motivation; the motivational profile, which was 18.54%, became 89.25% after flipping the class. The Flipped Classroom can significantly bring a surplus value to pedagogy, hence the importance of broadening its spectrum and integrating it as a new approach to teaching within health sciences educational institutions. © 2022, International Journal of Emerging Technologies in Learning. All Rights Reserved.
