Pedagogical Paradigms & Technological Integration: Exploration Of Flipped Classrooms In The Nepalese Educational Landscape
Keywords:
Pedagogical Paradigms, Technological Inteigration, Flipped Pedagogy, ICT in Education, Nepalese Educational LandscapeAbstract
This comprehensive research article investigates the intricate landscape of flipped classrooms in the Nepalese educational context, offering a nuanced examination of this pedagogical paradigm's adoption, challenges, and theoretical underpinnings. Anchored in theoretical frameworks proposed by educational scholars such as Mitra & Rana, the study scrutinizes the practices prevalent in Nepal, shedding light on educators' awareness and implementation levels. The analysis dissects synchronous and asynchronous classes, emphasizing their implications for flipped learning and addressing challenges posed by student variations and potential digital resource misuse. Theoretical foundations, including Self-Organized Learning Environments (SOLEs), Minimally-invasive Education (MIE), and Massive Open Online Courses (MOOCs), are intricately woven into the narrative to provide a robust theoretical grounding. The article concludes by positioning flipped classrooms as transformative bridges between traditional and online instruction, offering valuable insights for educators, policymakers, and researchers navigating the evolving landscape of educational technology in Nepal and beyond.
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