Enhanced student performance and learning in a heterocyclic chemistry course through a sustainable flipped-classroom teaching method

Abstract Implementing flipped classrooms in university-level sciences is common. Classrooms in chemistry and organic chemistry have also been inverted. However, applying a flipped-classroom teaching method in an undergraduate heterocyclic chemistry course is rare. This report describes a unique effort to flip an undergraduate heterocyclic chemistry course, which significantly improved student learning and grades. Rates increased to record highs of 54 %, 71 %, and 76 % over three semesters (Spring 2024, Fall 2024, Spring 2025), with D and F grades eliminated. The course GPA rose to new highs of 3.51, 3.68, and 3.72. The flipped method fostered student responsibility, independence, and satisfaction, demonstrating its effectiveness and broad applicability in chemistry education. This report demonstrates the power and broad applicability of the flipped-classroom teaching method in chemistry courses.