Article
Systematic Literature Review of AI-Powered Computing and Digital Transformation from the Standpoint of Flipped Classrooms and Blended Learning for Higher Education
At the core of Fourth Industrial Revolution (Industry 4.0) evolution is digital transformation, a process that goes beyond merely adopting digital tools to fundamentally restructuring institutional workflows, pedagogical methodologies, and student engagement models. Concurrently, the maturity of Artificial Intelligence (AI)-powered computing-encompassing machine learning, natural language processing, predictive analytics, and computer vision-has provided the technological infrastructure necessary to realize highly personalized, scalable, and data-driven educational frameworks.
Traditional, lecture-heavy instructional models are increasingly proving inadequate for developing the critical thinking, problem-solving, and lifelonglearning competencies required in the modern workforce. Consequently, learner-centric pedagogical frameworks have gained significant traction. Among these, the flipped classroom model and blended learning environments stand out as premier strategies for optimizing higher education. The flipped classroom model inverts traditional instruction by delivering informational content outside of class hours (often via digital media), thereby freeing up synchronous class time for active, collaborative, and experiential learning. Blended learning broadens this scope by systematically integrating face-to-face instruction with online learning, creating a flexible, cohesive and multimodal educational experience.
While the individual merits of AI-powered computing, digital transformation, flippedclassrooms, and blended learning are extensively documented, their intersection remains fragmented in current literature. Higher education institutions frequently deploy advanced AI tools without aligning them with active learning taxonomies, or conversely, design blended curricula that fail to leverage the computational power of modern AI infrastructure. This Systematic Literature Review(SLR) addresses this critical gap by synthesizing global research from the past decade, this study investigates how AI-powered computing acts as a catalyst for digital transformation specifically through the lens of flipped and blended learning environments in higher education.