Flipping the classroom and gamifying learning: emerging technologies for inclusion in higher education

Purpose This article analyzes the practices university faculty members developed after participating in a training program on inclusive emerging technologies. The faculty members employed active methodologies such as gamification and flipped-learning using technological resources. Design/methodology/approach A qualitative methodology was used to evaluate the development and impact of the training. Semi-structured interviews with six faculty members and focus groups with 32 students were conducted. The data were analyzed inductively, using a system of categories and codes. Findings The results show the technological resources that were used by faculty members in the development of active methodologies and the benefits in learning for all students. Originality/value From these results, it is concluded that this type of experiences promotes aspects such as participation, motivation, classroom climate and accessibility, fundamental elements on which inclusion in the university classroom is based.