Modern teaching and learning methodologies in higher education have shifted the focus from instructors to students, emphasising the importance of self-learning, active class participation and motivation. Among the various active learning strategies that have emerged, flipped-classroom formats have gained popularity in the higher education context. This paper aims to analyse students' perceptions of flipping the classroom in advanced undergraduate Economics courses, by examining both its perceived advantages and challenges. To achieve this, we first explore the key positive and negative aspects of different flipped classroom formats, from a partial to a full implementation, as reported by students. Next, we explore the relationship between overall student satisfaction with the methodology and relevant sociodemographic variables. Our findings suggest that flipped classroom methods receive mixed feelings; some students like them, and others don’t. The most valued attribute is the enhanced teamwork skills building. However, significant differences in perceived benefits are observed across age groups, employment status, gender, and parental education level. Understanding students’ perspectives on active learning methodologies can provide valuable insights into their effectiveness, helping educators refine and adapt these strategies to maximize their impact across diverse student populations.

Keywords: Flipped classroom, higher education, teaching, active learning.