Abstract

This study investigates the challenges encountered in traditional classrooms when teaching classical literature, such as the need for in-class time and multi-coded materials to promote interaction. Specifically, the study explores how the flipped classroom approach can address these issues by utilizing pre-class materials, multimedia content, and in-class engagement. To address the limitations of traditional teaching practices, action plans are proposed within the flipped classroom model based on primary and secondary data, aiming to assist teachers’ professional development and enhance student interactivity for deeper learning. This qualitative study employs thematic analysis, combining deductive coding of relevant literature with inductive coding of interviews conducted with ten purposefully selected educators experienced in flipped classroom implementation. The flipped classroom approach effectively facilitates interactive learning activities and creates a student-centered environment by linking out-of-class and in-class tasks. The study’s findings and proposed action plans have significant implications for educators seeking to enhance student engagement, foster critical thinking skills, and improve learning outcomes in teaching literature, particularly classical texts like Oedipus Rex, in higher education settings. The study offers practical insights for understanding the scope and design of flipped classrooms, enabling educators to address the challenges faced in traditional teaching practices and create a more engaging and effective learning environment for literature students.