Use of Artificial Intelligence in the flipped classroom.

Abstract

A reformulation of the flipped classroom model, supported by artificial intelligence, is proposed to shift direct instruction outside the classroom and reserve in-person time for activities of greater human and cognitive value. In this approach, AI guides the student through explanations, structured practice, and immediate feedback before the in-person session, while the classroom is dedicated to discussion, resolving conceptual errors, practical application, and collaborative learning. The model is structured around three pillars: (1) the outsourcing of instruction and guided practice through AI following the sequence “I do, we do, you do”; (2) the personalized contextualization of examples and problems without altering the disciplinary content; and (3) immediate and adaptive formative feedback. Although initially developed for university algebra, the approach is transferable to other disciplines such as biology, economics, physics, or literature. Far from being an isolated innovation, the proposal integrates pedagogical approaches widely supported by research: the flipped classroom, gradual empowerment, explicit instruction, formative feedback, contextualized learning, and active learning strategies. The model's distinctive contribution lies in how AI enables these practices to be implemented more efficiently and in a more personalized way. Taken together, the proposal redefines the role of educational technology: AI does not replace the teacher, but rather takes on repetitive and scalable tasks—explanation, practice, and immediate feedback—to free up human time for meaningful interaction, interpreting difficulties, discussion, and building a community in the classroom.