The Future of Education

Edition 14

Accepted Abstracts

Teaching Critical Thinking with Flipped Classroom

István Zsigmond, Sapientia - Hungarian University of Transylvania (Romania)

Otilia Ármeán, Sapientia – Hungarian University of Transylvania (Romania)

Barna Kovács, Sapientia – Hungarian University of Transylvania (Romania)

Anna Mróz, Pedagogical University of Cracow (Poland)


The emergence of ICT tools in education gives new opportunities for using Flipped Classroom (FC) methods in education. Although the use of FC methods presents numerous benefits, its widespread use is hindered by factors like increased efforts necessary for preparing FC activities or lack of recognition and/or support in using this method. FC methods are prone to be used for developing transversal competences like self-regulated learning (Fu, 2013), communication skills (Lo & Hew, 2017) and critical thinking skills (Santos & Serpa, 2020). Critical thinking is listed among the information competency standards and is often cited as one of the most meaningful learning outcomes in many information literacy plans and activities. In the “Critical thinking in the information society (CTIS)” project educational materials were elaborated for teaching an introductory course in Critical Thinking and Media Literacy. Videos and tests for teaching 20 subjects in these topics were developed in collaboration of five universities from Romania, Greece, Poland, Lithuania and Bulgaria. The developed materials were tested in classroom settings. In this paper we present the results of student satisfaction and teacher experiences when applying the developed materials at Sapientia University (Romania). As compared to the control group, preliminary results indicate higher level of student engagement and increased student satisfaction when learning with flipped methods.




critical thinking, flipped learning, media literacy



[1] Echiverri, L. L., Haoyu, S., & Keer, X. (2020). Class discussion and class participation: Determination of their relationship. Journal of Higher Education Theory and Practice, 20(11).

[2] Fu, J. S. (2013). ICT in education: A critical literature review and its implications. International Journal of Education and Development using Information and Communication Technology, 9(1), 112.

[3] Lo, C. K., & Hew, K. F. (2017). A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, 12(1), 4. Retrieved from

[4] Marcus-Quinn, A., & Hourigan, T. (2021). Handbook for online learning contexts: digital, mobile and open: policy and practice: Springer Nature.

[5] Santos, A. I., & Serpa, S. (2020). Flipped classroom for an active learning. Journal of Education and E-Learning Research, 7(2), 167-173.


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