Flipped learning has emerged as a widely adopted instructional approach in higher education, offering a means to foster greater student engagement and deepen understanding of course content. This study investigates the application of flipped classroom methods across a range of undergraduate and postgraduate programmes at a university, focusing on their impact on student participation, collaborative learning, and academic performance. The research draws on multiple data sources, including course performance statistics, structured student questionnaires, and systematic observations of classroom activities, to provide a detailed quantitative analysis of learning outcomes. The findings demonstrate significant improvements in levels of student engagement, enhanced peer collaboration, and a stronger grasp of key concepts. Additionally, students reported increased confidence in applying theoretical knowledge to practical contexts. The study also examines differences across diverse student groups, with particular attention to the experiences of international students, highlighting both successes and areas where additional support may be required. While the overall impact of flipped learning has been positive, challenges such as the increased preparation required by teaching staff and uneven access to digital learning tools have been identified. This presentation offers evidence-based recommendations for effective flipped classroom implementation, aiming to inform best practices in the design and delivery of inclusive and engaging higher education courses.

Keywords: flipped learning, student engagement, academic achievement, collaborative learning, curriculum innovation, higher education, international students, active learning