Exploring the Perspectives and Challenges of Flipped Learning in Malaysia: A Narrative Review

Johan Eddy Luaran, Nur Athirah Miskim Binti Aznan and Jasmine Anak Jain
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Johan Eddy Luaran: Faculty Of Education, University Technology Mara
Nur Athirah Miskim Binti Aznan: Faculty Of Education, University Technology Mara
Jasmine Anak Jain: School Of Education, Taylor’s University

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 2, 1626-1640

Abstract: This study critically examines the complexities of flipped classroom implementation within the Malaysian educational context, highlighting both its potential and the persistent challenges that hinder its effectiveness. Through a narrative literature review of 28 studies, the analysis reveals that while educators and students recognize three key benefits—enhanced active and independent learning, increased engagement and motivation, and improved academic performance—these advantages are often overshadowed by significant obstacles. The findings expose critical gaps, including educators’ insufficient technological expertise and resources, time constraints, and the unsustainable workload required for content creation and delivery. The study underscores the urgent need for systematic teacher training, stronger institutional and parental support, and sustained research to bridge these gaps. Furthermore, it argues that existing discussions on flipped learning remain fragmented, often overlooking the broader structural and socio-cultural barriers that influence its success. A more integrated, multi-stakeholder approach—encompassing administrative, parental, and societal perspectives—is essential to developing a more effective and contextually relevant flipped classroom model in Malaysia.

Date: 2025
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