Cracking the math code: the impact of flipped classroom on problem-solving, digital fluency and self-directed learning

Flipped Learning (FL) has gained significant traction in both theoretical research and practical application across various educational levels, fostering active discourse among scholars and practitioners. While some students face challenges related to technological access, the increasing availability of digital tools, educational resources and internet connectivity has facilitated the broader adoption of FL pedagogical approaches. As education shifts toward technology-enhanced, student-centered learning, the flipped classroom emerges as a viable alternative to traditional instruction. This study explores the impact of the flipped classroom model on problem-solving skills, digital literacy and self-directed learning (SDL) among undergraduate mathematics students. Employing a mixed-methods design, the study involved 200 undergraduate students at Kuwait University. Data collection included pre- and post-intervention assessments, surveys and semi-structured interviews. Quantitative findings revealed significant improvements in problem-solving skills (p < 0.05) and digital literacy (p < 0.05), whereas SDL showed no statistically significant change. Although SDL did not reveal any statistically significant changes, this could be attributed to the intervention’s focus on organized collaboration, which favored directed problem-solving rather than explicit instruction in metacognitive strategies. Qualitative data highlighted increased engagement, autonomy and critical thinking. These results support the flipped classroom as an effective approach to modernizing mathematics education, aligning with global trends in digital transformation.