Flipped learning as means of enhancing the cognitive activity of philology students

Abstract

The article investigates flipped learning as an innovative and highly effective pedagogical approach that serves as a tool for enhancing the cognitive activity of philology students in the process of studying foreign languages at higher educational institutions. The study emphasizes that contemporary language teaching methodologies are oriented toward developing learnersʼ autonomy, critical thinking, analytical and communicative competences, as well as fostering self-directed learning and responsibility for academic progress. Flipped learning (flipped classroom) implies an inversion of the traditional structure of the educational process: the acquisition of theoretical knowledge takes place outside the classroom through video lectures, interactive tasks, and online educational resources, while classroom time is devoted to practical exercises, analytical and creative activities, group work, discussions, and project-based learning. The article analyzes the theoretical foundations of the flipped learning approach, its methodological principles, and its connections with construction, activity-based, and competence-oriented pedagogical frameworks. The methodology of implementing flipped learning in the curriculum for philology students is outlined, including the description of main instructional stages, types of digital tools and platforms used, and strategies for ensuring effective interaction with learning content both online and in face-to-face settings. Empirical observations and student survey results demonstrate that the application of flipped learning significantly increases studentsʼ motivation, supports the development of autonomy and reflective thinking, fosters responsible attitudes toward personal learning, and stimulates active application of language skills in practical contexts. The study concludes that flipped learning is not only an innovative instructional technology but also an effective pedagogical strategy that contributes to the formation of active, responsible, and creative future philologists while improving the overall quality of language education in higher education institutions.