METHODOLOGICAL ASPECTS OF IMPLEMENTING THE FLIPPED CLASSROOM APPROACH IN TEACHING LIFE SAFETY TO STUDENTS

Abstract

The article examines methodological features of applying the flipped classroom approach in teaching the discipline “Life Safety” in the context of education digitalization. The study demonstrates that this approach improves the effectiveness of theoretical learning and the development of practical skills, which is confirmed by the results of a pedagogical experiment: students in the experimental group showed higher knowledge gains and more confident mastery of practical actions in simulated situations. Survey data indicate a high level of student engagement, while also revealing the need to further develop self-organization skills. The article presents key methodological recommendations for structuring the learning process, creating digital resources, implementing active learning methods, and developing an assessment system aligned with Universal Competence UC-8. The limitations of the approach are identified, including technical requirements, instructor retraining, and student adaptation to the new learning format. The materials of the study can serve as a basis for designing modern educational programs in the field of life safety and support broader digital transformation processes in higher education.