EXAMINING THE POTENTIAL OF FLIPPED CLASSROOM INSTRUCTION FOR FOSTERING EMANCIPATORY & INCLUSIVE EDUCATION IN THE DIGITAL AGE
In today's digital era, the evolving demands of society and learners require education to adapt accordingly. Emancipatory and inclusive education, prioritising the empowerment and inclusion of all students, has become increasingly necessary. Flipped classroom instruction presents a promising strategy to achieve this goal. Despite growing interest in this method, little research exists on its ability to support emancipatory and inclusive education in the digital world. This review paper investigates the relationship between flipped classroom instruction and emancipatory and inclusive education in the digital age. The central questions addressed are: to what extent does flipped classroom instruction support emancipatory and inclusive education, and what are the implications for higher education? A comprehensive literature review establishes a foundation for understanding existing knowledge on the subject. The results suggest that flipped classroom instruction has the potential to support emancipatory and inclusive education by facilitating student-centred and active learning, enabling greater flexibility and access to educational resources, and fostering the development of digital literacy skills. However, the benefits may be limited by the need for technology access, the possibility of digital exclusion, and the requirement for appropriate pedagogical approaches to ensure practical student support. This argumentative review paper contributes to comprehending the relationship between flipped classroom instruction and emancipatory and inclusive education in the digital age. The insights generated from this research offer valuable guidance to educators, policymakers, and researchers as they seek to develop equitable and practical approaches to digital education in the 21st century.
Keywords: Digitalization, Emancipatory Education, Flipped Classroom, Inclusive Education, Technology Access