Possibilities for integrating the flipped classroom into a bilingual course in higher mathematics at a technical university

Abstract

Changes in higher education paradigms and the challenges of globalisation necessitate revising methods and approaches to teaching disciplines in Ukrainian universities. This article aimed to summarise and analyse the practical application of flipped classroom technology in teaching higher mathematics to students specialising in engineering and technical disciplines on a bilingual basis. The study utilised general scientific research methods: theoretical methods (system analysis, comparison, generalisation, synthesis) and empirical methods (pedagogical observation, interviews, professional experience exchange, and analysis of pedagogical activity outcomes). The study examined the stages of flipped classroom technology from a historical perspective and identifies the rationale for employing this methodology under conditions of limited social contact. The advantages of this teaching model for mathematical disciplines taught bilingually were analysed. The essential role of information and communication technologies in implementing the flipped classroom model was elucidated. The authors’ experience teaching English-language mathematics courses to prospective engineers using flipped classroom methods in a distance learning context was discussed and thoroughly evaluated. Potential disadvantages of this teaching model were also highlighted. It has been determined that the flipped classroom represents a learning model in which a student-centred approach predominates, significantly enhancing interaction between students and lecturers. This approach fosters greater student engagement and facilitates the acquisition of subject matter in a foreign language. The findings of this study can be applied to the teaching of professional disciplines at technical universities, both in the native language and bilingually.