Abstract
In the last decade, major progresses have been made and the flipped learning has been increasingly implemented in diverse educational settings to enhance the physical, cognitive, personal and social abilities of students as well as to improve their learning outcomes. The advantages and challenges of flipped learning have been explored and quantified in terms of students learning. Despite the popularity of the flipped learning research, there is a lack of empirical evidence to review the knowledge of the concept more systematically, and flipped learning is not well known in a social sciences and humanities at the university setting. The study purpose is to investigate the positive effectiveness of implementing the flipped learning in social science and humanities settings. The analysis included filtering from a large number of publications to 21 primary studies published between 2015-2021. The result indicates a positive impact on students learning outcomes such as academic, personal, social and cognitive skills. The result also revealed that English language was the main focused filed in the employment of flipped learning compared to others. In addition, it was seen that the majority of the flipped learning studies included first year's students as the study level. Meanwhile, the most significant challenges encountered by students and instructors is the activities design depending on the technology being used and limited resources and time. The results revealed that the flipped learning is an effective approach in promoting positive outcomes and the needed century skills. Collaborative research amongst countries on the effect of flipped learning in the future studies to produce more complete findings.