Innovating in Public Higher Education: A Flipped Learning Experience in Communication Degree Programmes

Abstract

This article presents a case study of an educational innovation implemented in Introducción a los Procesos Tecnológicos (IPT), a first-year course shared by communication degree programmes at the National University of Río Cuarto (Argentina). The proposal adopted a flipped learning model adapted to the institutional, technological and pedagogical conditions of a public higher education setting. The analysis examines how these conditions shaped the experience, highlighting technological mediations, the reorganisation of instructional time and heterogeneous student trajectories. The study argues that innovation constitutes a situated response to contemporary challenges, enabling more autonomous and meaningful learning in public universities.