Reimagining the Classroom: How Blended and Flipped Learning Models are Reshaping Pedagogical Practice

Abstract

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Worldwide, educational systems are caught between the inertia of lecture-centered customs and the needs of a generation that has grown accustomed to accessing information electronically. Over the last decade, blended learning and the flipped classroom have garnered continuous academic and institutional attention as two pedagogical approaches to address this This article critically examines both models by tracing their theoretical beginnings, investigating their structural operating systems, and comparing the empirical data supporting their educational advantages against a fair assessment of the implementation challenges they frequently cause. These models are more than just changes to the delivery format, the main point being made here is that they represent a more profound philosophical commitment to repositioning the teacher as an architect of experience rather than a conduit of material, and the learner as an active agent in the educational process.

Keywords: blended learning, flipped classroom, active pedagogy, learner autonomy, digital litera instructional design, twenty-first-century education