Introduction:
Flipped learning (FL) has proven to enhance student engagement, improve learning outcomes, and adapt to the evolving educational landscape (Lag & Saele, 2019). The traditional lecture-centered approach often fails to address the challenges of limited classroom time, complex subject matter, and varying student motivation levels, particularly in demanding disciplines like neuroscience. This study documents a systematic implementation of a flipped learning model in a 5-credit undergraduate neuroscience course (Brain and Behavior) for a BA Psychology second-year students at the Ukrainian Catholic University (UCU). The course transformation was conducted under the university Center for Educational and Innovative Technologies supervision.

Design:
Although the transition to FL was challenging as the traditional lecture-based model still dominates, it addressed three persistent issues: limited classroom time, the inherent complexity of the subject, and low intrinsic student motivation for deep learning. The implementation occurred in several phases, from two flipped sessions to having all course classes using flipped methodology. Course design followed key FL principles (Bishop & Verleger, 2013), combining pre-class video lectures, both self-made and open-access, reading materials, structured assessment methods including mind mapping exercises and article analyses, and LMS-based interactive modules with in-class active learning (e.g., discussions, group work, World Cafe). Materials were designed to be short, topic-focused, and complemented with guiding tasks. Student engagement and feedback were continuously monitored to adjust the scope and delivery of pre-class tasks.

The key outcomes include:
- Students demonstrated improved readiness for in-class discussions.
- LMS analytics revealed higher engagement with interactive lectures compared to passive readings.
- Learners appreciated the autonomy and flexibility offered by the flipped model, citing the ability to revisit complex materials as particularly helpful.
- The model allowed for deeper in-class interactions and integration of expert guest sessions.

Key challenges identified included:
(1) substantial time investment required for content preparation and video creation,
(2) need for systematic quality control of self-study materials,
(3) intensive workload associated with individual assignment feedback, and
(4) difficulties in managing larger student cohorts. The introduction of a student assistant partially mitigated the work overload.

Conclusion:
The three-year implementation demonstrates that FL can effectively address fundamental challenges in undergraduate education, particularly regarding time constraints and student motivation. The studies suggest that flipped classrooms improve learning outcomes across various educational contexts, supporting our findings (Chen et al., 2018). However, successful implementation requires significant institutional support, careful resource planning, and ongoing pedagogical refinement.

References:
[1] Bishop, J. L., & Verleger, M. A. (2013). The Flipped Classroom: A Survey of the Research. ASEE National Conference Proceedings.
[2] Chen, K.S. et al. (2018). Academic outcomes of flipped classroom learning: a meta-analysis. Medical Education, 52(9), 910-924.
[3] Lag, T., & Saele, R.G. (2019). Does the flipped classroom improve student learning and satisfaction? A systematic review and meta-analysis. AERA Open, 5(3), 1-17.

Keywords: Flipped learning, active learning, student engagement, student motivation, course materials.