THE FLIPPED CLASSROOM IN HIGHER EDUCATION: A COMPARATIVE STUDY OF GLOBAL SUCCESS AND CHALLENGES IN UZBEKISTAN
Abstract
This article explores the effectiveness of the flipped classroom model in higher education, focusing on a comparative analysis between international implementations and the emerging context of Uzbekistan. While global studies—particularly in the United States, Spain, and the UAE—demonstrate increased student engagement, academic achievement, and learner autonomy, pilot programs in Uzbekistan, including those at Fergana State University, have shown mixed outcomes. Factors such as technological accessibility, student preparedness, and cultural learning styles impact the effectiveness of this approach. The article argues that for the flipped classroom to succeed in Uzbekistan, localized adaptation and structural support are essential.
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References
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