Educational innovation and youth participation: the Inverted Classroom in the optional vote

Janeth Carolina Alvarado Alquinga, Marco Vinicio Nugra Pachar, Janina Mariuxi Pineda Guerrero, Marta Cecilia Ibarra Freire and Yilena Montero Reyes

Seminars in Medical Writing and Education, 2024, vol. 3, 597

Abstract: The implementation of the Inverted Classroom in the civic education of high school students in Ecuador represented an attempt to modernize teaching methods and strengthen youth electoral participation. However, this phenomenon could not be analyzed in isolation, as similar challenges persist in Latin America in terms of political interest and trust in democratic institutions. During 2023 and 2024, the region experienced institutional crises and increasing polarization, affecting youth participation in electoral processes. The Inverted Classroom allowed students to access theoretical content outside the classroom and focus on reflection and application in class, promoting more dynamic learning. In countries such as Mexico and Colombia, similar initiatives strengthened democratic education through digital platforms and youth participation programs. However, in countries with technological gaps, such as Brazil and Peru, the implementation of this methodology required greater investment in infrastructure and teacher training. In conclusion, the Inverted Classroom proved to be an effective strategy to encourage youth participation in democracy. Its success depended on adaptation to each national context, as well as institutional support to ensure equitable access to civic and digital education.

Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:dbk:medicw:v:3:y:2024:i::p:597:id:597

DOI: 10.56294/mw2024597

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