Exploring Students’ Perceptions and Experiences of Flipped Learning at Punakha Central School

Abstract

The COVID-19 pandemic accelerated the adoption of innovative pedagogies globally, including in Bhutan, where the flipped classroom approach has emerged as a promising model for technology-enhanced learning. This mixed-methods study examined students’ perceptions, engagement, and challenges related to the flipped classroom among Grades VIII to X students at Punakha Central School. Data were collected through surveys (n = 170) and follow-up interviews with 10 purposively selected students.

Findings revealed moderate acceptance and high neutrality, indicating that while students valued the flexibility, visual support, and collaborative opportunities offered by the flipped classroom (FC), they continued to prefer traditional face-to-face instruction for clearer understanding and teacher interaction. Challenges included limited teacher readiness, inconsistent digital resource quality, unequal access to technology, and distractions from mobile use. Despite these barriers, the flipped classroom was found to enhance students’ technological skills, self-directed learning, and participation when effectively implemented.

The study concludes that the flipped classroom remains a developing yet viable pedagogical model within the Bhutanese context. To optimise its potential, systematic teacher training, structured digital content, and blended learning integration are essential. These findings offer practical implications for advancing digital pedagogy and fostering learner-centred approaches in Bhutanese secondary education.