The Flipped Classroom as a Methodological Strategy in Training and Education for the Exercise of Optional Voting from the Citizenship Education Subject in High School Students in Ecuador

This article addresses the implementation of the Flipped Classroom as a methodological strategy for training and educating high school students in Ecuador on the exercise of optional voting, within the framework of the Citizenship Education subject. The problem lies in the lack of understanding and active participation of students in the electoral process, limiting their ability to exercise their voting rights in an informed manner. The main objective is to analyze the effectiveness of the Flipped Classroom in improving students' understanding and motivation regarding optional voting. A quantitative methodology was used, with surveys administered to students before and after the implementation of this strategy. The results show an increase in motivation, understanding of the electoral process, and awareness of the importance of optional voting. Additionally, students reported higher levels of active participation and critical reflection on their role as voters. It is concluded that the Flipped Classroom can be an effective tool for teaching citizenship and electoral participation, promoting more autonomous, meaningful, and practice-oriented learning.