Pedagogical innovation in engineering education: Technology and flipped classroom Available to Purchase

Pedagogical innovation is one of the constant challenges in Higher Education because it combines frameworks of educational systems, adaptation to society’s changes and needs for employment, curricula, technological transformations and recent trends in research in the area of education and pedagogy. This article aims toanalyze the challenges of pedagogical and technological innovation and present the flipped classroom model as one of the successful strategies in current pedagogy, namely in Higher Education. Nowadays, in active learning, the studenttakes on a more active mission, in which he solves problems, develops projects and creates opportunities for the construction of knowledge. This concept has been promoted through several strategies using research, gamification, Problem Based Learning (PBL) and the “flipped classroom” concept, which MIT and Harvard have used and deeply researched. These universities have explored innovation and educational technologies, with a focus on the student, who studies before class, making the classroom an active learning space, with practical activities, accompanied by theteacher, who now has a new mission, different from the traditional content presentation. Therefore, the theoretical basis of the article is focused on pedagogical and technological innovation, active methodologies and the strategy of the “flipped classroom”. The coronavirus pandemic has turned the world upside down and made us take a fresh look at innovative blended learning technologies and, in particular, flipped classroom technology. The article discusses theprinciples on which the learning process in the "flipped classroom" model should be based. The platforms and services that provide the most effective transfer of materials to students for study and are maximally focused on the independentwork of students are discussed. The indicators of adaptation of students to the conditions of blended learning are analyzed (actual results of educational activities; degree of student satisfaction with the results of their educational activities; self-assessment of readiness to use remote learning technologies in the educational process; formation of skills and abilities of independent work and self-organization).