Flipped learning in higher education: A theoretical and pedagogical review to support critical thinking and 21st century skill development

The flipped classroom model has gained increasing attention in higher education as a pedagogical approach that reconfigures the traditional learning environment by shifting direct instruction to pre-class activities and emphasizing active, student-centered engagement during class. This study offers a critical review of the theoretical frameworks and learning models that underpin flipped learning, with a specific focus on how they support the development of critical thinking, problem-solving, and 21st century skills among university students. Drawing upon constructivist, socio-cultural, and self-determination theories, this review synthesizes existing empirical studies and conceptual literature published in the past decade. Key pedagogical models examined include Bloom’s Revised Taxonomy, experiential learning theory, inquiry-based learning, and the Community of Inquiry (CoI) framework. The analysis highlights how these models are operationalized within flipped learning environments and how they contribute to the cultivation of higher-order thinking and transferable skills. Findings suggest that the effectiveness of flipped learning depends not only on its instructional design but also on the alignment between theoretical foundations and learning activities. Moreover, the development of critical thinking and problem-solving skills is maximized when flipped classrooms incorporate collaborative learning, formative assessment, and reflective practice. This study provides educators and instructional designers with a theoretical lens and practical insights to guide the design of flipped learning environments that are pedagogically sound and responsive to the demands of 21st century higher education.