Empowering Vocational Education through Flipped Learning: A Conceptual Model of Self-Efficacy, Engagement, and Learning Outcomes

Le Xu, Suraya Amirrudin, Na Li, Yawei Wang — Tue, 10 Feb 2026 00:00:00 +0800

With the growing demand for practical skills and autonomous learning in vocational education, flipped learning has emerged as an innovative pedagogical approach to enhance student outcomes. This study explores the synergistic mechanisms through which flipped learning influences students’ self-efficacy, engagement, and learning outcomes in vocational courses. By implementing flipped learning in selected vocational classes and employing a combination of surveys and academic performance analysis, the study finds that flipped learning significantly enhances students’ self-efficacy, fostering greater confidence and initiative in learning. Enhanced self-efficacy, in turn, positively influences learning engagement, including classroom interaction, extracurricular practice, and autonomous learning behaviors. Increased engagement contributes to improved learning outcomes, forming a continuous positive cycle between self-efficacy, engagement, and achievement. These findings suggest that flipped learning not only optimizes instructional processes but also strengthens overall learning effectiveness by promoting students’ self-efficacy and engagement. The study offers theoretical and practical insights for the reform and innovation of vocational education.

Journal of Information, Technology and Policy

Empowering Vocational Education through Flipped Learning: A Conceptual Model of Self-Efficacy, Engagement, and Learning Outcomes