Abstract:

The subject Materials for Design, taught in the first year of the Bachelor’s Degree in Interior Architectural Design at the Polytechnic University of Valencia, has undergone a significant change in its teaching methodology during the last academic year (2024-2025). Traditionally, theoretical content was delivered through lecture-based classes, focused on the unidirectional transmission of information regarding material properties, processes and applications. However, this structure proved limited for achieving meaningful learning, particularly in a discipline where tactile, experimental and contextual understanding of materials is essential for future professional practice.

In order to increase student engagement and improve both competence acquisition and academic performance, a just-in-time flipped classroom model has been implemented, combined with a participatory lecture held in the materials laboratory. In this new approach, students receive—through the institutional online platform “Poliformat-Lessons”—short videos, concise readings and brief quizzes prior to class, allowing them to acquire a first level of understanding before attending the session. The analysis of this preparatory work provides the teaching team with “just-in-time” feedback to tailor the in-class activities to the actual needs of the group.

Classes now take place in the materials laboratory, where the lecture transforms into an active learning environment: hands-on manipulation of samples, comparison between theoretical concepts and material reality, guided discussion and clarification of doubts arising from the pre-class tasks. This dynamic fosters autonomous, critical and applied knowledge construction, fully aligned with the professional competencies expected of interior architectural design graduates.

The evaluation of the impact of this methodological shift has been based on several indicators: average grade, maximum grades, number of failing students, number of passing students, and the rate of course completion. Preliminary results show a significant improvement in the average grade and an increase in highest marks, demonstrating deeper conceptual understanding. At the same time, a notable reduction in failing students and an increase in the number of students passing the course in the first examination period have been observed, suggesting more consistent study habits and better assimilation of content. Particularly relevant is the decrease in the dropout rate, indicating stronger engagement and continuous course participation.

Overall, the transition to a just-in-time flipped classroom model has transformed the learning of materials into a more active, contextualized and practice-oriented process. Both academic results and student feedback confirm that this methodology not only improves performance but also enhances motivation and the ability to connect theory and practice from the very first year of university studies.

Keywords:

Flipped classroom, Active learning, Materials, Student engagement, Assessment outcomes.