European higher education

Abstract The shift to remote learning during the pandemic posed significant challenges for lecturers and higher education institutions in maintaining student engagement. In this research, two interconnected aspects are explored: first, what were the pre-existing conditions that either facilitated or hindered the integration of technology in European higher education during the pandemic. Second, how did these conditions shape Portuguese students’ perceptions of the flipped classroom model prior to, during, and following the pandemic. The article uses a multi-method research design. The findings underscore the critical influence of pre-existing conditions on the capacity of higher education institutions to implement digital transformation effectively. Within this broader framework, the analysis of the effectiveness of the flipped classroom model reveals that students often value the flexibility, self-directed learning opportunities, and increased interaction afforded by this approach.