Artificial Intelligence as a Tool to Support Task Design in the Flipped Classroom

Abstract

The flipped classroom model shifts the acquisition of new content to students’ independent preparation, allowing contact time to be dedicated to active learning and practical application through creative tasks. The efficacy of this pedagogical approach depends on the quality of activities designed to foster the application of knowledge, skill development, and collaborative engagement. This paper examines the potential of artificial intelligence (AI), particularly generative models, as a tool for supporting the design of such tasks during the in-class phase. By exploring the utility of AI in developing problem-based scenarios, role plays, and project-based activities, the paper demonstrates how these technologies can assist educators in creating in-class experiences that are meaningful, engaging, and effective for university students.