Students' engagement challenges in the pre-class phase of flipped classrooms: A systematic review

Abstract

The flipped classroom is an active learning approach that shifts instruction from traditional lecture-based methods to student-centred learning, emphasising pre-class preparation. The pre-class component is a crucial element of the flipped classroom model; however, several studies have reported challenges that students face with engagement in the pre-class component. This study conducted a systematic review to explore the challenges hindering student engagement, analysed from the perspectives of students, teachers and institutions. The review covered journal articles published between 2020 and 2025 from four databases: Scopus, Web of Science, Wiley and ERIC. Findings reveal that students face key challenges such as engagement with pre-class videos, autonomous learning and emotional barriers. Teachers’ primary concern lies in designing high-quality instructional videos that foster student engagement, while institutional challenges centred on inadequate technological infrastructure for implementing the flipped classroom model. This study presents a taxonomy of challenges, proposed adoption practice and policy for practitioners to consider when adopting the flipped classroom approach.

Implications for practice or policy:

• Flipped classroom practitioners and researchers should prioritise engaging pre-class learning activities, as effective preparation strongly influences successful in-class learning.
• Teachers should be supported in developing high-quality instructional videos and interactive pre-class materials that sustain learner engagement.
• Educational institutions should invest in flipped classroom technological infrastructure, teacher training, instructional design support and digital tools to enhance effective implementation of flipped classroom model.