Flipped Learning in EFL Higher Education in Afghanistan: A Systematic Literature Review

Abstract

With increasing global integration of technology in education, flipped learning has emerged as an innovative pedagogical approach, particularly effective in English as a Foreign Language (EFL) contexts where learner engagement is critical. This study conducts a systematic literature review of empirical studies published from 2015 to 2024, focusing on flipped learning's effectiveness and challenges in higher education. The review pays special attention to the context of Afghanistan, a country facing significant infrastructural, socio-political, and cultural challenges. Drawing on thematic content analysis, the review reveals that flipped learning enhances student motivation, participation, and language skills when properly supported. However, in Afghanistan, its implementation is hindered by unreliable internet, limited digital literacy, lack of teacher training, and deeply rooted traditional educational practices. The study concludes with recommendations for context-sensitive adaptations of flipped learning tailored to Afghanistan’s educational system. These include blended offline strategies, incremental faculty development, and institutional policy support, aiming to strengthen EFL instruction across Afghan universities.