Chapter 1: Post-Pandemic Implications: The Flipped Classroom Model in Virtual Learning Contexts in Technological Education

During the COVID-19 pandemic, higher education faced the challenge of shifting from face-to-face to virtual learning, which profoundly transformed teaching and learning processes in fields such as Engineering. The present study aims to analyze the impact of implementing the Flipped Classroom methodology in Differential Calculus and Vector Calculus courses during the first semesters of the Electronic Engineering program at the Tecnológico Nacional de México. The research was based on an empirical-analytical methodology with a descriptive approach, seeking to present the experience of working with LMS platforms and the active methodology known as the Flipped Classroom for the development of professional competencies. The results show that hybrid learning can enhance students’ autonomy and self-paced progress, although it requires teachers to exercise greater rigor and planning to avoid undermining the formative experience. Finally, it is concluded that no methodology constitutes an absolute solution to educational problems, as it must be contextualized to the social and productive demands of each region.