FLIPPED CLASSROOM WITH THE USE OF DIGITAL TOOLS: PEDAGOGICAL MEDIATION, STUDENT ENGAGEMENT, AND CHALLENGES IN CONTEMPORARY EDUCATION

Abstract

The growing incorporation of digital technologies into educational processes has fostered the adoption of active methodologies capable of promoting greater student participation and reshaping teaching practices. In this context, this study aimed to discuss the flipped classroom supported by digital tools, highlighting its relationship with pedagogical mediation, student engagement, and the challenges faced in contemporary education. This study consists of an integrative literature review with a qualitative approach, conducted in the SciELO, ERIC, Latindex, OJS repositories, and open-access sources, considering publications in Portuguese, English, and Spanish from 2020 to 2026. After applying the eligibility criteria, 13 studies were selected for the final sample. The findings showed that the flipped classroom promotes student protagonism, enhances learner autonomy, and strengthens pedagogical mediation through the integration of face-to-face activities and digital resources. The studies also indicated that the effectiveness of this approach depends on teacher training, pedagogical planning, and adequate technological infrastructure. It is concluded that the flipped classroom represents a relevant strategy for educational innovation; however, its consolidation requires institutional investment and continuous professional development for educators.