Flipped classrooms in higher education: A comparison of implementation in the United Kingdom and Japan

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Flipped classrooms in higher education: A comparison of implementation in the United Kingdom and Japan

Subanov Tursun, Musabek Satybaldiev, Minavarkhan Matkasymova, Inabat Daminovа, Manzura Rakhmatullayeva

Received 30.06.2025, Revised 15.10.2025, Accepted 26.11.2025

https://doi.org/10.67524/verus2/2.2026.58

Retrieved from Vol. 1, No. 1, 2025

Pages 58-73

Abstract

This article aimed to investigate the influence of the flipped classroom approach on students’ active involvement and the results of academic learning in higher education, with consideration of pedagogical practices and cultural specifics in the universities of Luton and Tokyo. The study used the methods of theoretical analysis of the concept of a flipped classroom, content analysis of curricula and educational online platforms of British and Japanese universities, pedagogical experiment based on the flipped classroom model during one semester (February-June 2024) at the Universities of Bedfordshire (United Kingdom) and of Tokyo (Japan), with the participation of 360 students, as well as the development of scenarios of organisation of students’ learning activities in the framework of the flipped classroom approach. The content analysis showed that the use of interactive multimedia (PlayPosit, H5P, Genially, Socrative, OneNote) allows students to interactively assimilate the material, collaborate and actively communicate. The pedagogical experiment revealed that the students of the experimental group obtained higher mean values (United Kingdom M = 4.76; Japan M = 4.85) as compared to the control groups (United Kingdom M = 4.05; Japan M = 4.10), mainly due to collaborative interaction, active participation in the lectures with the professor, and working with interactive online resources. The highest level of full task execution was in experimental groups on the discussion of problems in the group (88-90%), and the lowest level was in the control groups on the reports of individual students (65-66%). In other tasks, it was shown that collaborative work leads to a better quality of assimilation of educational material, while individual tasks result in an average level of assimilation of the educational material. The difference between the groups was statistically significant (p < 0.05), and the dynamics of the indicators in the experimental groups confirmed the effectiveness of the flipped classroom model. Learning activity scenarios can enhance motivation, engagement and knowledge acquisition. The practical significance of the study lies in the possibility for lecturers and higher education administrators to use the findings to implement the flipped classroom model in order to increase student interest, learning motivation and the effectiveness of material assimilation

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Suggested citation
Tursun, S., Satybaldiev, M., Matkasymova, M., Daminovа, I., & Rakhmatullayeva, M. (2025). Flipped classrooms in higher education: A comparison of implementation in the United Kingdom and Japan. Educational Innovation & Technology Journal, 1(1), 58-73. https://doi.org/10.67524/verus2/2.2026.58