The Flipped Classroom in Italian High School English Classes: Balancing Innovation, Equity and Inclusive Learning
Keywords:
action research; digital divide; educational equity; flipped classroom; inclusionAbstract
The Flipped Classroom (FC) model inverts the traditional instructional sequence, repositioning content delivery to the home environment and dedicating class time to active, collaborative and participatory learning. By prioritising learner autonomy and deeper engagement, the approach has been proposed as a means of fostering educational equity, particularly for students facing social, cultural and economic challenges. However, empirical evidence regarding its effectiveness in mixed-ability English First Language (EFL) contexts and its impact on impaired learners is limited. This study therefore explicitly aims to examine the extent to which the FC approach can promote inclusivity and reduce educational disparities in mixed-ability EFL classes in Italian public high schools, with particular attention to student engagement, digital equity and differentiated learning. Adopting a mixed-methods approach, which included Action Research design, the teacher-researcher implemented a Flipped Learning Unit across six mixed-ability EFL classes in five different Italian public secondary schools, students aged 15-16 years, during the 2024/2025 school year. Data were collected through a mixed-methods approach combining pre- and post-questionnaires, classroom observations and student feedback, with data triangulation used to enhance reliability and trustworthiness. The findings show how the FC supports equity in diverse classrooms. Students value flexibility and peer collaboration, enhancing inclusivity. Nevertheless, challenges related to independent learning management and cognitive overload were identified, and, despite participants being described as digitally proficient, difficulties in engaging with academic technology were observed. These findings underscore the importance of scaffolding, a structured instructional support and a critically informed approach to technology integration in inclusive EFL education.
https://doi.org/10.26803/ijlter.25.7.39
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