المعيار
Volume 16, Numéro 2, Pages 325-340
2025-12-01
Flipped Learning And Intercultural Growth: Interdisciplinary Pedagogical Insights From Efl And Beyond
Authors : Lahmar Abdelmalek . Lahmar Maroua .
Abstract
Abstract: This critical review examines the intersection of flipped classroom (FC) pedagogy and the development of intercultural communicative competence (ICC) in language education and related fields. Drawing on Byram’s (1997) ICC model, it synthesizes 21 studies published between 2015 and 2025 to explore how FC supports intercultural learning through multimodal, student-centered approaches. While most studies are rooted in English as a Foreign Language (EFL) contexts, research from nursing, teacher training, and business education is also included to broaden pedagogical insights. Findings indicate that culturally embedded pre-class materials and interactive in-class tasks foster empathy, critical cultural awareness, and reflective engagement. Technology-enhanced strategies such as podcasts, virtual reality, and case-based learning significantly contribute to ICC development. However, barriers such as inadequate infrastructure, limited teacher training, and a lack of longitudinal studies persist. The review highlights the need for greater theoretical integration and interdisciplinary collaboration, positioning FC as a transformative model for promoting intercultural sensitivity and global citizenship.
Keywords
Flipped classroom ; intercultural communicative competence ; EFL ; learner-centered pedagogy ; Byram’s model ; critical reflection ; technology-enhanced learning
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