This study aimed to analyze the impact of the use of a flipped classroom model on student learning of democratic principles in a higher education setting. This study also aimed to examine the extent to which students enrolled in a primary teacher education programme made use of different techniques and strategies to support learning in flipped classroom during one school term. A convenience sampling method was used to select 179 students who represented four different groups. Pre- and post-tests were administered to evaluate student opinions within the framework of this digital approach. Overall, the results revealed that students had a positive perception of this teaching method during the period under consideration. We identified several statistically significant differences among the students with respect to the learning of key democratic principles. Higher scores were provided by students in the subgroup that had previous experience with this classroom teaching model. Our results also revealed that students with higher levels of digital competence rated collaborative learning significantly higher compared to students with lower levels of digital competence. Finally, some improvements for future studies are proposed.
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