In the university environment, many degree programs include subjects related to Management Systems, using standards such as ISO 9001 (Quality Management Systems), ISO 22000 (Food Safety Management Systems), and ISO 14000 (Environmental Management Systems). These standards contain complex information, making them difficult for students to learn. Understanding these standards is crucial for professional development, but the challenging language and lack of practical context make learning and applying them difficult.

The aim of this work is to introduce flipped classroom methodology for teaching UNE standards in management systems subjects. This innovative approach is designed to address real-world professional cases, specifically in Quality Management Systems (QMS) for Degree in Industrial Chemical Engineering and Quality and Food Safety Management and Certification (QFSMC) for Master's Degree in Food Safety and Quality during the 2023-2024 academic year, with 7 and 15 students respectively.

For the implementation of the flipped classroom methodology, the following steps were taken: It began with a questionnaire to assess prior knowledge on the subject, followed by another questionnaire to evaluate the students' understanding and preferences regarding the flipped classroom approach. The learning materials included instructional videos and reading materials, specifically the UNE 9000:2015 and UNE 9001:2015 standards. After engaging with the material, students completed a short quiz on the course's virtual campus for immediate evaluation. Subsequently, they participated in a workshop where they analyzed the operation of an organization without a quality management system, identified the mistakes made, and received feedback from the professor. The learning assessment was conducted through a survey and a specific task to verify if the students had achieved the established learning objectives. Finally, a follow-up questionnaire was administered to measure satisfaction with the flipped classroom methodology.

The results showed for both subjects that most students had some prior knowledge of the ISO 9001 standard, though practical experience was limited. For QMS, 83.3% had prior knowledge, but no practical experience; for QFSMC, 91.7% lacked practical experience. Expectations of the flipped classroom methodology were generally positive, with 42.8% of QMS students and 50% of QFSMC students anticipating better concept internalization, more effective class time, and increased engagement. However, some students expressed concerns about workload and the recording of classes. Evaluation results revealed that, in both subjects, students demonstrated improved understanding and engagement. For QMS, students compared and analyzed ISO 9001 and ISO 14001, showing a deep understanding of these standards. QFSMC students scored an average of 8.53 out of 10 on a quiz, with some specific areas needing improvement. Workshop activities and final assessments indicated successful achievement of learning objectives, with high satisfaction rates reported: 4.8 out of 5 for QMS and 4.4 out of 5 for QFSMC.

The flipped classroom enhances student interaction, personalized learning, and efficient use of class time, emphasizing practical application in face-to-face sessions. This methodology is expected to persist and expand across subjects, fostering practical application of concepts and collaborative learning.

Keywords: Flipped Learning, Education, UNE standards, Management Systems.