A bibliometric analysis of flipped classroom, skill, and performance

This bibliometric study examines the flipped classroom methodology in relation to the development of competencies and performance, based on articles obtained from the Scopus database. To this end, keywords such as Flip*, Class*, Skill* and Performance* were used, which allowed us to analyze how this strategy influences the teaching-learning process, based on the interaction between teachers, students and the educational environment. Likewise, the crucial importance of information and communication technologies in the integration of new generations in active methodologies, which use different technological resources and learning experiences throughout the different educational levels, is underlined. Relevance is the potential to optimize students' preparation for the demands of the labor market, promoting the development of the knowledge and skills essential for their professional performance. In addition, it stands out in the training of talent that meets the requirements of the business sector and in addressing the challenges of globalization. The study was developed through a quantitative bibliometric approach using descriptive and relational indicators to identify publication trends, most cited authors, collaboration networks and emerging topics. The results show a significant increase in scientific production from 1971 to 2024, although citations remain limited. It is concluded that the flipped classroom represents a transformative model that requires greater empirical support and its adaptation to higher education to strengthen academic performance and competency-based learning. JEL Codes: I21, I23, C10, O30. Received: 14/04/2025. Accepted: 20/02/2026. Published: 15/04/2026.