The flipped class is the focus of immense interest in all spheres of education around the world. It has an undeniable appeal for teachers who wish to diversify their pedagogical approaches and try new experiences with their students. However, it seems necessary to understand how this approach offers real benefits, while little scientific research has demonstrated its effectiveness with evidence. The objective of this work is to know what a sustainable movement is, offering new pedagogical perspectives in a school system that is out of breath or a mode that is only appropriate for some teachers, for some students? What are the conditions to be respected to set up an effective flipped classroom?
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