Abstract:

In recent years, flipped lectures have emerged as an innovative pedagogical strategy in education, aimed at transforming traditional classroom dynamics and promoting active student engagement. This academic study focuses on the impact of implementing flipped lectures on final year students of Business Administration and Management. By exploring how this approach enhances their learning competencies, the research aims to provide valuable insights into the effectiveness of flipped lectures in preparing students for the challenges of the business world. Employing a mixed approach of quantitative and qualitative methods, data were collected through questionnaires and interviews to assess students' perceptions of the impact of flipped lectures on their learning process. The findings highlight significant improvements in students' competencies, such as autonomy, critical thinking, collaboration, and technological skills. This evidence supports the notion that flipped lectures serve as an effective pedagogical strategy, equipping future professionals in the field of business administration and management with the necessary tools to excel in their academic and professional pursuits. The implementation of flipped lectures encountered challenges, including students' initial adjustment to self-directed learning, concerns about increased responsibility, and the need for instructors to shift roles. Adapting teaching materials, creating engaging pre-lecture content, and ensuring equitable technology access posed further difficulties. Sustaining student engagement during the pre-lecture phase proved dynamic, with issues of time management and focus outside traditional classrooms, and addressing individual comprehension necessitated flexible scheduling and personalized feedback.

Keywords:

Learning competencies, flipped lectures, pedagogical strategy, learning process, critical thinking.