Abstract:

In the last decades, new active methodologies have been incorporated into the education system as an alternative to traditional lectures, creating a turning point towards the implementation of more dynamic and student-centred teaching models. In an increasingly interconnected and changing world, the integration of these pedagogical strategies becomes essential to prepare future graduates not only with academic knowledge, but also with the necessary skills to face the challenges of the 21st century. Thus, the Flipped Classroom methodology is presented as a tool for active learning, which reorganises the activities and time dedicated to each subject and provides students with greater participation in the classroom and autonomy in their work. In this sense, students work and study the theoretical explanations outside the classroom, trying to understand concepts and definitions with the help of the prepared teaching material, and, on the other hand, during class time, they work on exercises, activities and practical cases that demonstrate the level of competence acquisition.

From this perspective, the subject of Sectoral Policies is presented as the ideal environment for implementing this methodology, favouring student independence and self-regulation. As a subject in the final year of the Joint Degree in Building and Business Administration and Management, most of the students are carrying out professional internships or remunerated works, making it easier for them to study the theory outside the classroom and to take advantage of class time to resolve doubts and do exercises. At the same time, these are students with a higher degree of maturity and knowledge of the university system, so it is of great interest to them to develop research and collaboration projects. In addition, many of these students may see this methodology as an opportunity to focus on their specialisation, studying and preparing in depth those subjects that are more suitable for their later professional career.

This study presents an original alternative for the integration of the Flipped Classroom methodology in a university context. To this end, the educational proposal is developed in four phases:
(1) defining the goal of the proposal and its scope;
(2) planning the sessions and organising the work inside and outside the classroom;
(3) preparing the necessary resources; and
(4) implementing a progressive assessment model.
It also develops the content of each of these phases for university teaching, including the timing for carrying them out and the assessment instruments to be used. In this way, any university or non-university teacher interested in introducing this methodology in their classrooms will be able to adapt this proposal to the needs of their students.

Keywords:

Flipped classroom, active and experimental learning, pedagogical innovations, sectorial policies, university studies.