A Study on Students’ Critical Thinking and Media Literacy Through the Flipped Classroom Method: Opportunities and Challenges in the Information Society
A Study on Students’ Critical Thinking and Media Literacy Through the Flipped Classroom Method: Opportunities and Challenges in the Information Society

Author(s): Mariya Aleksieva, Milen Baltov, Krasimira Mineva, Zlatina Dimitrova, Veselina Zhecheva, Kameliya Staneva, Gergana Kirova
Subject(s): Social Sciences
Published by: Udruženje ekonomista i menadžera Balkana
Keywords: Flipped classroom method; Critical thinking; Media literacy; Higher education; Digital learning; Information society
Summary/Abstract: In the context of the rapidly evolving digital age, society faces the challenge of adapting educational systems to develop students' critical thinking and media literacy skills, key competencies for the 21st century. This study examines the effectiveness of the flipped classroom method as a pedagogical approach to fostering critical analysis, independent reasoning and informed decision-making in an era dominated by vast information flows and digital media. The research focuses on the Critical Thinking and Information Skills (CTIS) project, which integrates flipped classroom techniques into higher education curricula to enhance students’ ability to assess information credibility, recognize media biases, and engage in analytical discourse. The study was conducted among students from Burgas Free University, representing various academic disciplines such as social sciences, pedagogy, and psychology. A mixed-method research approach was used, including pre- and post-course assessments, surveys and qualitative feedback analysis. Results indicate that 91.1% of students perceive a significant difference between traditional teaching methods and the flipped classroom model, emphasizing higher engagement, motivation, and deeper understanding of course materials. Quantitative findings show that students’ analytical skills and media literacy improved considerably, with 68% of participants demonstrating increased competency in identifying misinformation and critically assessing media content. The study also highlights the challenges associated with implementing the flipped classroom model, such as unequal access to digital resources, the need for faculty training, and ensuring students' active participation beyond passive content consumption. However, the overall findings suggest that the flipped classroom method is a highly effective tool for fostering independent learning, media literacy and critical thinking in digital education. Future research should explore the long-term impact of this model on students’ cognitive skills, cross-cultural applicability, and its effectiveness in diverse academic disciplines. Additionally, expanding the CTIS methodology to non-formal education settings, including adult learning and media literacy workshops, could further contribute to developing an informed, critically engaged, and socially responsible generation.

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