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Flipped Classrooms in Mauritian Schools: Insights from Teacher Planning
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Abstract
The flipped classroom model has gained global traction as an innovative pedagogical approach, blending technology with active learning to foster student engagement. In the Mauritian education system, where traditional teachercentered methods prevail, the flipped classroom model presents both opportunities and challenges. This study explores the planning processes of Mauritian teachers in implementing flipped classrooms, shedding light on their strategies, challenges, and perceptions. Data was gathered through analysis of lessons plans provided by teachers. The analysis was done under the lens of the SAMR model and the Triple E framework for ICT integration. Findings reveal what were the most appropriate pedagogical approaches in their contexts. The data also shed light on how they dealt with challenges such as student access to technology and the tools they leveraged for content development and dissemination. The study highlights the critical role of teacher training, institutional support, and policy alignment in ensuring successful flipped classroom implementation. This paper contributes to the growing body of research on flipped classrooms in developing contexts, offering insights into how the model can be adapted to local realities. It also provides actionable recommendations for stakeholders to promote technology-enhanced learning, bridging the gap between policy intentions and classroom practices in Mauritius.
PCF11 Plus: Beyond the Forum
Sub-Theme: Changing mindsets for inclusive open education
Paper ID: 2140
Country
Mauritius
Region
Africa
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Date
2025-09
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Publisher
Commonwealth of Learning (COL)