In the epoch of incessant economic volatility and socio-financial uncertainties accentuated by global crises, fostering economic resilience among youth has transcended pedagogical novelty to become a pressing imperative within educational systems worldwide. This article provides an in-depth empirical and theoretical investigation into the transformative potential of the flipped classroom pedagogical model as an innovative conduit for cultivating economic resilience in students, particularly within the context of financial education modules.

Addressing the lacunae in traditional financial literacy paradigms, which often perpetuate passive learning and limited real-world applicability, this research elucidates how flipped classrooms engender active learner engagement, metacognitive development, and autonomous knowledge construction—elements vital for the internalization of economic resilience constructs.

Regarding the methodology, a mixed-methods research design was employed, combining quantitative and qualitative approaches to ensure methodological rigor and a comprehensive understanding of the intervention’s impact. Quantitative data were collected through validated psychometric instruments measuring financial decision-making skills, self-efficacy, and stress-coping capacities among undergraduate students at ASE București. Qualitative data were derived from focus groups, reflective journals, and semi-structured interviews with students and instructors, providing nuanced insights into cognitive, affective, and behavioral outcomes. The study also integrates a meta-synthesis of contemporary scholarship on flipped pedagogy, economic resilience, and financial education to contextualize empirical findings within the broader literature.

Quantitative analyses reveal statistically significant improvements in students’ financial acumen, self-efficacy, and coping strategies under economic stress, while qualitative evidence highlights enhanced critical thinking, scenario-based problem-solving, and resilience-oriented mindset development. The interplay between technology-mediated instruction and socio-emotional learning dynamics is further emphasized, showcasing the role of digital tools and collaborative peer interactions in strengthening adaptive capacities.

Also about the study's limitations, we acknowledged several limitations, including the relatively small sample size, the focus on a single national context, and potential variability in instructor implementation of flipped classroom strategies, which may affect generalizability. Future research should consider multi-institutional and cross-cultural designs to validate and extend these findings.

By proposing an integrative framework that combines cognitive-behavioral resilience theories with constructivist and socio-cultural learning principles, the research offers actionable insights for curriculum designers, educators, and policymakers. Institutionalizing flipped classrooms in financial education modules is advocated as a strategic modality to foster economic resilience, thereby preparing learners to navigate twenty-first-century economic challenges with autonomy, competence, and adaptability.

In sum, this research enriches the discourse on economic education by demonstrating empirically grounded pathways through which flipped classroom methodologies can cultivate durable economic resilience, offering transferable strategies relevant across diverse educational contexts.

Keywords: Economic resilience in education, flipped classroom pedagogy, financial literacy and adaptive learning, cognitive-behavioral frameworks in economics, technology-enhanced financial education.