Modern engineering education benefits significantly from direct exposure to industrial environments. Industrial visits are not only valuable learning tools but also effective means of connecting academic content with real-world applications. These visits allow students to gain first-hand insights into the industry's dynamics, learn about corporate culture, operational workflows, infrastructure, technological systems, and environmental practices. Thus, helping them contextualize their theoretical studies with real working situations. Such engagement can also guide students in identifying career interests within the industrial sector.

To modernize this educational strategy, a flipped classroom methodology was integrated into the planning and execution of industrial visits within undergraduate engineering programs. This communication presents an approach that leverages digital platforms, multimedia content, and collaborative learning to prepare students in advance. Prior to the visit, students engage with curated online materials, complete interactive assignments on a virtual platform, and independently explore relevant company information. The lecturers work closely with company personnel to design the experience and ensure appropriate educational support.

The flipped model enhances learning by:
(i) deepening students' comprehension of industrial operations,
(ii) fostering greater student-industry interaction, and
(iii) increasing student motivation and engagement.

Post-visit surveys confirm positive student perceptions and reinforce the value of this pedagogical approach in bridging classroom knowledge with industry practice.

Acknowledgments:
The authors thank the Centro de Posgrao e Formación Permanente da Universidade de Vigo for its support through the “Convocatoria de axudas económicas para as actividades dos GID 2025”.

Keywords: Flipped learning, engineering education, experiential learning, industrial immersion.