The flipped classroom as a teaching strategy for the development of peace education
DOI:
https://doi.org/10.69821/DISCE.v2i1.48Keywords:
Peace education, Conflict resolution, Citizenship, Educational technology, Active learningAbstract
This article examines the potential of the flipped classroom as a didactic strategy to promote peace education in school contexts. Based on an integrative review of literature in Spanish and English (2010–2025) and documented experiences in education centers, it analyzes the connections between active learning in the flipped model and the construction of cooperative, empathetic, and non-violent school climates. It argues that moving direct instruction outside the classroom and freeing up face-to-face time for dialogical interactions, conflict mediation, and socioemotional learning provides pedagogical conditions for coexistence and democratic citizenship. The methodology describes criteria for searching, selecting, and critically assessing empirical studies and conceptual frameworks on flipped learning, school coexistence, and peace education. The results are organized into four axes: engagement and self-regulation; cooperation and peaceful conflict resolution; academic performance and well-being; and design and implementation conditions. Curricular and formative assessment guidelines aligned with UNESCO are proposed. We conclude that the flipped classroom can serve as a catalyst for school cultures of peace if accompanied by teacher development, deliberate instructional design, and fair, participatory evaluation.
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Copyright (c) 2025 Daisy Carolina Olmedo Cacuango, Edison Eduardo Carangui Aucancela, Leybert Jamil Valenzuela Estupiñan (Autor/a)
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