Libro de Actas del III Congreso Latinoamericano y del Caribe e Investigación en Educación Superior- LatinSoTL- 2025

250 Clear Goals (r = 0.27, p < 0.01). Surface Learning correlated positively with perceived Workload (r = 0.23, p < 0.05), consistent with literature linking high workload to superficial learning strategies. ANOVA results showed no statistically significant differences between undergraduate and postgraduate students across most dimensions. However, postgraduate students reported slightly higher scores in Surface Learning (3.97 vs. 3.47) and Appropriate Assessment (4.18 vs. 3.75). Program-specific differences were observed: Veterinary Medicine students rated Good Teaching highest (4.50), while Engineering PhD students rated Appropriate Assessment highest (4.61). Confirmatory Factor Analysis (CFA) validated the SPQ’s two-factor structure and the CEQ’s four-factor model, with acceptable fit indices (CFI > 0.90, RMSEA < 0.07). Discussion The results of this study provide compelling evidence for the effectiveness of the flipped classroom in enhancing student learning and course experience in higher education. The high scores in Deep Learning (AP) and Good Teaching (BD) suggest that students perceive flipped classrooms as conducive to meaningful learning and supportive instructional practices. These findings align with previous research indicating that active learning environments foster deeper cognitive engagement and more positive perceptions of teaching quality (Gilboy et al., 2015; McLean & Attardi, 2023). The significant correlations between Deep Learning and both Good Teaching and Clear Goals reinforce the importance of structured and well-designed learning environments. When students perceive their instructors as competent and their course objectives as clear, they are more likely to adopt deep learning strategies. Conversely, the positive correlation between Surface Learning and Workload highlights a potential challenge in flipped classrooms: excessive demands may lead students to adopt superficial learning approaches, focusing on rote memorization rather than conceptual understanding. Although no statistically significant differences were found between undergraduate and postgraduate students in most dimensions, the slightly higher scores in Surface Learning and Appropriate Assessment among postgraduates suggest nuanced differences in how these groups experience flipped learning. Postgraduate students may face greater time constraints and academic pressures, which could influence their learning strategies and perceptions of assessment fairness. Program-specific differences in Good Teaching and Appropriate Assessment underscore the contextual nature of pedagogical effectiveness. Veterinary Medicine students rated teaching quality highest, possibly reflecting strong instructor-student rapport or discipline-specific teaching practices. Engineering PhD students rated assessment most favorably, which may be attributed to the alignment of evaluation methods with advanced academic expectations. These findings suggest that while the flipped classroom is broadly effective, its implementation must be tailored to the specific needs and characteristics of different academic programs. Factors such as disciplinary norms, instructor expertise, and student workload must be considered to optimize the learning experience. The study also highlights areas for improvement. The variability in Appropriate Assessment scores indicates that students have diverse perceptions of evaluation