Abstract

Since the past decade, the flipped learning model has emerged as a convincing alternative to traditional lecture-based instruction, moving foundational content delivery outside the classroom and leveraging class time for active, collaborative, higher-order learning tasks. This article presents a thematic review of the conceptual foundations, instructional-design implications, empirical results, challenges, and future directions of flipped learning as a paradigm shift in instructional design. Drawing on recent literature from secondary education, it outlines how flipped learning restructures learner as well as instructor roles, necessitates new design models, and offers both opportunities and cautions. The review also synthesises empirical findings across disciplines and contexts, addresses obstacles such as student self-regulation and technological infrastructure, and suggests future research paths including adaptive analytics, flipped 3.0 models, and equity considerations. For instructional designers, educators and institutions, the flipped-learning paradigm demands holistic redesign rather than mere inversion of lecture videos. This shift has important implications for pedagogy, curriculum, and institutional support.

Keywords: flipped learning, flipped classroom, instructional design, active learning, Bloom’s taxonomy, technology-enabled learning