Autonomous learning and flipped classroom: A systematic review

Abstract

Self-directed learning has become a key skill in the 21st century, especially given the challenges posed by digital education and blended learning formats. In this context, the flipped classroom emerges as an interesting pedagogical approach because it places the student’s self-discipline at the center. This systematic review article uses the PRISMA method to analyze how the flipped classroom impacts the development of autonomous learning. The flipped classroom methodology has gained ground as a teaching strategy that emphasizes active participation, self-regulation, and learner responsibility. A qualitative approach was adopted for this review. Twenty-five studies published between 2022 and 2025 were identified. The databases consulted were Scielo, Latindex, Dialnet, Redalyc, DOAJ, Scopus, Eric, and Redylat. The methodologies, findings, and approaches of each study were reviewed to gain a more comprehensive understanding of the topic. The findings indicate that the flipped classroom does indeed promote independent learning, although not in the same way in every case. Improvements were observed in planning, critical thinking, time management, and intrinsic motivation. However, the impact is not uniform; it varies depending on the educational level, the context of each institution, and the available digital resources. Therefore, it is proposed that teachers receive ongoing training in active methodologies, that digital content be designed with purpose rather than merely for the sake of compliance, and that there be genuine monitoring of the development of self-regulatory skills. This review aims to serve as a useful guide for researchers, teachers, and decision-makers in the field of education.