Mariya Aleksieva
- Burgas Free University, Faculty of Humanities, Burgas, Bulgaria
Milen Baltov
- Burgas Free University, Burgas, Bulgaria
Krasimira Mineva
- Burgas Free University, Faculty of Humanities, Burgas, Bulgaria
Zlatina Dimitrova
- Burgas Free University, Faculty of Humanities, Burgas, Bulgaria
Veselina Jecheva
Kameliya Staneva
- Burgas Free University, Faculty of Humanities, Burgas, Bulgaria
Abstract:
In the context of the rapidly evolving digital age, society faces the challenge of adapting educational systems to develop students' critical thinking and media literacy skills, key competencies for the 21st century. This study examines the effectiveness of the flipped classroom method as a pedagogical approach to fostering critical analysis, independent reasoning and informed decision-making in an era dominated by vast information flows and digital media. The research focuses on the Critical Thinking and Information Skills (CTIS) project, which integrates flipped classroom techniques into higher education curricula to enhance students’ ability to assess information credibility, recognize media biases, and engage in analytical discourse.
The study was conducted among students from Burgas Free University, representing various academic disciplines such as social sciences, pedagogy, and psychology. A mixed-method research approach was used, including pre- and post-course assessments, surveys and qualitative feedback analysis. Results indicate that 91.1% of students perceive a significant difference between traditionally teaching methods and the flipped classroom model, emphasizing higher engagement, motivation, and deeper understanding of course materials. Quantitative findings show that students’ analytical skills and media literacy improved considerably, with 68% of participants demonstrating increased competency in identifying misinformation and critically assessing media content.
The study also highlights the challenges associated with implementing the flipped classroom model, such as unequal access to digital resources, the need for faculty training, and ensuring students' active participation beyond passive content consumption. However, the overall findings suggest that the flipped classroom method is a highly effective tool for fostering independent learning, media literacy and critical thinking in digital education.
Future research should explore the long-term impact of this model on students’ cognitive skills, cross-cultural applicability, and its effectiveness in diverse academic disciplines. Additionally, expanding the CTIS methodology to non-formal education settings, including adult learning and media literacy workshops, could further contribute to developing an informed, critically engaged, and socially responsible generation.
Tenth International Scientific-Business Conference LIMEN Leadership, Innovation, Management and Economics: Integrated Politics of Research - LIMEN 2024 - International Scientific-Business Conference – LIMEN 2024: Vol 10. Conference Proceedings , December 5, 2024
Conference Proceedings published by: Association of Economists and Managers of the Balkans, Belgrade, Serbia
ISBN: 9788680194929 , ISSN: 26836149 , DOI: 10.31410/LIMEN.2024
Creative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons Attribution-Non-Commercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission.
