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

251 practices, which may affect their motivation and engagement. Institutions should strive to develop transparent, fair, and formative assessment strategies that align with the principles of active learning. Limitations of the study include its cross-sectional design and single-institution sample, which limit the generalizability of the findings. Future research should employ longitudinal designs to examine the long-term effects of flipped classrooms on academic performance and skill development. Additionally, qualitative methods such as interviews and focus groups could provide deeper insights into student experiences and perceptions. Overall, this study contributes to the growing body of literature on innovative pedagogies in higher education. It provides empirical support for the flipped classroom as a viable strategy for promoting deep learning and enhancing course experiences, while also identifying critical areas for refinement and contextual adaptation. Conclusions This study provides empirical evidence supporting the flipped classroom as an effective pedagogical approach in higher education. The methodology enhances deep learning and teaching quality, contributing to a more engaging and student-centered educational experience. While most dimensions showed consistent perceptions across academic levels, program-specific differences in Good Teaching and Appropriate Assessment indicate areas for targeted improvement. The reliability and validity of the SPQ and CEQ instruments were confirmed, making them suitable tools for evaluating learning processes and course experiences in flipped classroom settings. The study’s limitations include its single-institution sample and cross-sectional design, which restrict causal inferences. Future research should incorporate longitudinal and mixed-methods approaches to explore the long-term impact of flipped classrooms and the role of contextual factors in shaping student perceptions. These findings have practical implications for curriculum designers and educators seeking to optimize flipped learning environments. By addressing workload concerns and refining assessment strategies, institutions can enhance the effectiveness of active learning methodologies and improve student satisfaction and performance. References Ates, H. (2024). Designing a self-regulated flipped learning approach to promote students’ science learning performance. Educational Technology & Society , 27 (1), 65–83. https://doi.org/10.30191/ETS.202401_27( 1).RP05 Benitez, D., Questier, F., & Perez, D. (2015). Students’ Experiential Knowledge Production in the Teaching-Learning Process of Universities. In M. Massaro & A. Garlatti (Eds.), Proceedings of the 16th European Conference on Knowledge Management (ECKM 2015) (pp. 132–141). Acad Conferences Ltd. Biggs, J. B. (1988). Assessing student approaches to learning. Australian Psychologist , 23 (2), 197–206. https://doi.org/10.1080/00050068808255604 Biggs, J., Kember, D., & Leung, D. Y. P. (2001). The revised two-factor study process questionnaire: R-SPQ-2F. British Journal of Educational Psychology , 71 , 133. https://doi.org/10.1348/000709901158433