The flipped classroom methodology has emerged as an innovative pedagogical strategy with the potential to transform higher education, particularly in university-level technological studies. This methodology alters the traditional classroom dynamic by moving direct instruction outside of class time and using class time for more interactive and student-centered activities. This approach has proven to be particularly beneficial in technological disciplines, where practical application and problem-solving are critical components of the learning process.

This research article explores the implementation of the flipped classroom methodology in a university program in mechanical engineering over an entire semester. The primary objective was to assess the impact of this pedagogical approach on academic performance, student participation, and overall student satisfaction.

The flipped classroom methodology was applied as follows: students accessed learning materials such as pre-recorded videos, readings, and other online resources before attending class. During the in-person sessions, class time was dedicated to practical activities, group discussions, problem-solving, and collaborative projects. This design aimed to promote more active and participatory learning, allowing students to apply the knowledge acquired more effectively and in real-world contexts.

The study results showed a significant improvement in students' academic performance, measured through their grades on exams and projects. Students who participated in the flipped classroom not only achieved better results in their assessments but also demonstrated a greater understanding of fundamental concepts and a superior ability to apply them in practical situations.

In addition to academic performance, there was a notable increase in student participation and engagement. Satisfaction surveys conducted at the end of the semester revealed that students appreciated the flipped classroom format, highlighting the opportunity to work on practical projects and the ability to review theoretical material at their own pace. Many students noted that they felt more motivated and engaged with the course, contributing to a more enriching learning experience.

However, implementing the flipped classroom methodology also presented some challenges. Among the most prominent were the significant preparation required by teachers and the initial resistance of some students to adopt a more active role in their learning. Overcoming these obstacles required careful planning and constant support for both students and teachers.

In conclusion, the research suggests that the flipped classroom methodology is an effective tool for enhancing education in technological studies at the university level. By fostering greater interaction, participation, and practical application of knowledge, this methodology not only improves academic performance but also enriches the educational experience of students. However, its success depends on well-planned implementation and the willingness of all participants to adapt to a new teaching and learning model. This study provides valuable insights into best practices for adopting the flipped classroom in technological educational contexts and underscores the importance of flexibility and continuous support to maximize its benefits.

Keywords: Flipped classroom, technological education, active learning, student engagement, academic performance.