Impact of the flipped classroom model on democratic education of student teachers in Spain.

This article investigates the impact of the flipped classroom (FC) model on student learning of democratic education principles among primary teacher education students at the University of Murcia, Spain. Using pre- and post-test questionnaires with 179 participants, the study found that students generally had positive perceptions of the FC approach in fostering democratic competencies such as collaborative learning, respect for human rights, critical thinking, and active citizenship. Significant differences emerged based on students' prior experience with the FC model and their levels of digital competence, with more experienced and digitally competent students rating democratic learning and related strategies more favorably. The study highlights the potential of FC methodologies, including gamified learning and practical activities, to enhance democratic education in higher education, while noting the need for further empirical research and broader implementation to confirm these findings.