Inverted Classroom as a Tool for Civic Education and Electoral Participation

Introduction The research analyzed the implementation of the Inverted Classroom as a methodology for training in the exercise of the optional vote in second year high school students at the Unidad Educativa Particular Sudamericano, in Santo Domingo de los Colorados, Ecuador. We examined how this innovative strategy could strengthen the knowledge and electoral participation of students in a context where voting is optional for young people from 16 to 18 years old. The need to improve civic education through the use of digital resources and active methodologies was identified. Development The study addressed the Inverted Classroom as a tool that allows transferring theoretical learning outside the classroom, using information and communication technologies (ICT). International and national antecedents on its application in different disciplines were reviewed, finding that this methodology fosters critical thinking and autonomy in students. In addition, the challenges in its implementation were highlighted, such as the digital divide and the need for teacher training in the use of technological platforms. A comparative analysis was made with previous experiences of Inverted Classroom in Latin America, highlighting its positive impact on student motivation. Conclusion The study concluded that the Inverted Classroom represents an effective alternative for teaching optional voting, promoting civic participation and critical reflection in young people. However, its success depends on the availability of technology and teacher training. It is recommended that its implementation be accompanied by educational policies that guarantee equity in access to digital resources.