Flipped Classroom in China: A Review of Research, Implementation, and Challenges

Abstract

The flipped classroom has emerged as an influential pedagogical model that reverses traditional lecture-based teaching by moving content acquisition outside the classroom and reserving in-class time for interactive, student-centered learning. In China, this model has gained traction as a response to entrenched exam-oriented instruction and the growing demand for innovative teaching methods. This review synthesizes the literature on flipped classroom research in China, with a focus on theoretical foundations, methodological trends, empirical findings, implementation challenges, and future directions. Findings reveal that the majority of studies concentrate on English language instruction, often employing quantitative methods, while disciplines such as STEM and vocational education remain underexplored. Empirical evidence suggests that flipped classrooms improve language proficiency, critical thinking, self-efficacy, and learner engagement. However, barriers such as teacher workload, digital inequality, cultural resistance, and misaligned assessment systems continue to hinder widespread adoption. The review concludes by recommending methodological diversification, expansion into new subject areas, teacher professional development, and cultural adaptation of flipped pedagogy. Overall, the flipped classroom represents both an opportunity and a challenge for educational transformation in China.