The readiness level for implementing flipped classroom teaching in literature in Vietnam: current situation, challenges, and policy recommendations

Abstract

In the context of digital transformation and educational innovation, the Flipped Classroom model is gaining attention in Vietnam due to its potential to enhance learning autonomy and improve the effectiveness of teaching Literature in high schools. However, the readiness to implement the Flipped Classroom model has not been thoroughly studied, leading to various challenges in practice. This study evaluates the readiness to adopt the model in teaching Literature, identifies key barriers, and proposes supportive solutions. A survey of 55 teachers and 156 students shows that although there is a positive perception of the model, its implementation still faces difficulties due to a lack of materials, limited digital skills, and insufficient policy support. To enhance effectiveness, the study suggests developing detailed guidance materials, training teachers in digital skills, and establishing supportive mechanisms from educational management.