Flipped classroom: a challenge to university education

Higher education faces a new challenge after the entry into force of the European Higher Education Area and its evaluation by competences. The challenge focuses on adapting traditional teaching and learning processes to new methodological proposals. The Flipped Classroom model focuses its educational activity on the programming of tasks taught outside the classroom, while in the classroom there is an exchange of opinions and reflections guided by the teacher. The aim of this study is to provide relevant evidence on the application of this pedagogical strategy in higher education. The systematic review made it possible to analyze research that indicates that the application of active methodologies favors the development of autonomy, critical thinking and the acquisition of digital skills. The results show that the implementation of the inverted classroom in the university system finds collaborative and cooperative work among its strengths, and its success depends on both the student and the teacher.