Aim/Purpose: The classroom learning model plays an important role in vocational education by making learning more effective and engaging and by increasing vocational students’ self-directed learning. However, no comprehensive assessment of the impact of the Flipped Classroom Model (FCM) on vocational education has been conducted at present. Background: This study examines trends in publications on the FCM in vocational education over the past decade. It also identifies researchers, the most productive institutions, and emerging themes and topics. Bibliometric analysis predicts future developments, benefits, and challenges of FCM. Methodology: This study uses bibliometric methods to identify trends, benefits, challenges, and future research directions for the application of the FCM in vocational education. The article searching process follows the PRISMA protocol through three screening stages: identification, screening, and inclusion. Articles were searched through the Scopus database and analyzed using the VOSviewer application. Contribution: This study contributes significantly to knowledge development, particularly regarding research trends, benefits, challenges, and future research to examine the impact of the FCM in vocational education. Findings: The research results showed an increase in publications, but this increase has not yet significantly impacted vocational education (R² = 0.1847). China contributed to this research at 41.23%, followed by Indonesia at 11.40% and Spain at 8.77%. The co-occurrence analysis identified three clusters in this topic: student learning outcomes and academic performance; the application of the FCM; and the application of educational technology and pedagogical innovation in vocational education. This learning model benefits vocational education in cognitive, psychomotor, and affective aspects and encourages teachers to design more engaging and compelling learning experiences. However, its implementation still faces challenges from the students, technology, pedagogy, and institutional perspectives. Recommendations for Practitioners: Based on the results of the study, it is clear that there are significant implications for vocational education, both for teachers and policymakers, regarding the importance of implementing the FCM in the learning process in order to improve student independent learning. This also greatly supports students’ lifelong learning skills, which are essential in the era of 21st-century technological development. Recommendation for Researchers: Based on the study’s results, researchers can also recommend examining the long-term impact of the FCM on student competence. In addition, technologies such as educational games and augmented reality can be integrated to improve students’ independent learning before attending classes. Impact on Society: The results of this study provide comprehensive knowledge about the impact of the FCM. In terms of students, it can improve knowledge, critical thinking skills, creativity, problem-solving, metacognition, practical skills, motivation, self-efficacy, and satisfaction. Students need all of this knowledge and these skills to enter the workforce. Additionally, there are positive effects on teachers as educators, including enhanced creativity, mastery of educational technology, and readiness to implement teaching methods. Future Research: It is hoped that future research can combine article search databases from Springer, IEEE, PubMed, Dimension, Frontiers, and other leading databases. In addition, researchers can conduct pure studies of the long-term impact of applying this model on student competence and integrate it with the latest technologies currently being developed (such as game education or augmented reality).
Rahayu et al. (Thu,) studied this question.