The article “Evaluation of Contextual Variables in the Implementation of the Flipped Classroom Methodology in Secondary Education”, by José Luis Estévez-Méndez, José Luis Díaz Palencia, Almudena Sánchez Sánchez, and Julián Roa González, analyzes the adoption of the flipped classroom model in secondary education based on different variables within the educational context.
The study is based on a relevant idea: methodological innovation does not depend solely on teachers’ willingness, but also on factors such as the type of school, teachers’ age, subject area, classroom organization, and institutional conditions.
One of the main contributions of the article is its quantitative approach, based on a large sample of 1,139 students from the Master’s Degree in Teacher Training and the observation of 2,114 classrooms.
The results show that the implementation of the Flipped Classroom is uneven: it is used more often in private and state-subsidized schools than in public schools, more frequently by teachers under the age of 40, and is more present in areas such as English, Physical Education, Geography and History, and Vocational Training. The study also shows that flexible spaces favor its application more than traditional classrooms.
This review leads to the conclusion that the value of the article lies in showing that methodological transformation requires more than simply promoting new teaching strategies. For the flipped classroom to spread equitably, it is necessary to address the real conditions of schools, strengthen teachers’ ongoing professional development, improve digital competencies, and provide adequate resources.
The study therefore invites us to move from an idealized view of educational innovation toward a more contextual perspective, where a methodology can only become consolidated if it is accompanied by institutional support, training, and favorable pedagogical conditions.
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How to Cite: Estévez-Méndez, J. L., Díaz Palencia, J. L., Sánchez Sánchez, A., & Roa González , J. (2024). Evaluation of contextual variables in the implementation of the Flipped Classroom methodology in secondary education. RIED-Revista Iberoamericana de Educación a Distancia, 27(2), 317–337. https://doi.org/10.5944/ried.27.2.38980
