The Challenges of Implementing the Flipped Classroom in Chinese Higher Education: Confucian Cultural Influences

Abstract

In recent years, China’s higher education system has faced criticism for its exam-oriented, teacher-centered practices that restrict creativity and critical thinking, prompting the introduction of the flipped classroom as a student-centered alternative. Drawing on journal articles published between 2016 and 2025,, this paper analyses the challenges of implementing the flipped classroom in Chinese higher education through the lens of Confucianism, with attention to teacher practices, student experiences, and institutional frameworks. This paper’s findings suggest that cultural norms of respect, politeness, and face-saving, together with exam pressures and rigid governance, constrain the transition toward active, student-centered learning. This paper concludes that the flipped classroom holds promise in China if supported by culturally responsive adaptation, targeted teacher training, and parallel reforms in student learning preparation.