Reframing flipped studio learning for transformative pedagogy in architecture and built environment education

Flipped learning has been widely recognized for promoting active and self-directed learning across higher education, yet its theoretical grounding within architecture and built environment education remains fragmented and underdeveloped. This study employs a conceptual–analytical methodology, combining a narrative literature review and analytical mapping to studio pedagogy, to develop a discipline-specific conceptual–operational framework for Flipped Studio Learning. The framework identifies four adoption drivers—pedagogical design, technological readiness, learner engagement, and institutional support—which interact through the mediating construct of perceived effectiveness and are influenced by contextual factors such as discipline type, class size, and prior learning experience. The study yields three major theoretical outcomes: (1) a theoretically grounded model explaining how flipped learning aligns with studio-based education; (2) measurable constructs and operational indicators that translate the framework into testable variables; and (3) three conceptual propositions (P1–P3) that guide subsequent empirical validation through methods such as SEM, case studies, or longitudinal research. Theoretically, the study integrates constructivism, experiential learning, and reflective practice with the epistemology of studio pedagogy, repositioning flipped learning as a reflective pedagogical ecosystem rather than a delivery technique. Practically, it offers actionable pathways for curriculum renewal, studio orchestration, and institutional policy—advancing technology-enhanced, student-centered design education.