The flipped classroom is a methodology recognised for its positive impact on the self-regulation of learning and academic performance. There is extensive literature that demonstrates its potential for educational flexibility, including the adaptation to online and blended modes of delivery that utilize digital technology successfully. There is, however, little evidence which proves that a unique flipped classroom design can be adjusted to different teaching modes without affecting student satisfaction and learning outcomes. In this research, we analyse eight cases of flipped classroom implementation during the 2020-2021 and 2021-2022 academic years in the Faculty of Education Sciences at Universitat Autònoma de Barcelona. According to the findings, students who seem to have a stronger perception of self-regulated learning development and technology appropriation also have higher perception of academic performance, although they do not achieve better results. There are no significant variations in pedagogical design satisfaction or learning outcomes depending on teaching modality. However, the study did find that the most flexible teaching modes, such as intermittent face-to-face and hybrid teaching, offered more benefits to students in terms of academic performance and self-regulated learning. The main conclusion is that flipped classroom is a flexible methodology that can be adapted to different teaching modes while maintaining student satisfaction and learning outcomes.

The COVID-19 pandemic posed a significant psychological challenge for university students, with elevated levels of stress and anxiety reported across countries. This study examined the role of resilience in the relationships among COVID-19–related stressors, anxiety, and subjective well-being. A cross-sectional study was conducted with a convenience sample of 685 university students from Andorra, Mexico, and Spain, who completed validated measures of anxiety (GAD-7), perceived stress (PSS), resilience (CD-RISC-10), and well-being (SWLS, SHS), together with a measure of COVID-19 impact. Structural equation modelling indicated that resilience partially mediated the association between COVID-19 impact and subjective well-being via reduced stress and anxiety, and also had a significant direct positive effect on subjective well-being (β = 0.72, p < 0.001). The model showed invariance across countries, suggesting consistent relationships across cultural contexts. Although the cross-sectional design limits causal interpretation, the findings highlight resilience as an important protective factor for student mental health during periods of crisis.

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The COVID-19 outbreak caused a significant frequency of mental health conditions in the general population, including acute stress, anxiety, depression, insomnia, and impaired concentration. This study seeks to assess the role of student resilience in reducing the perceived anxiety and stress brought on by the COVID-19 impact in order to maintain or improve students' subjective well-being. It also sought to explore the influence of the devastating occurrences on students' subjective well-being using perceived anxiety and stress as mediators.​​ The sample size consisted of 685 university students from Andorra, Mexico and Spain. Findings revealed that resilience regulates the relationship between students' subjective well-being and how anxious or stressed they believe themselves to be, additionally it lessens long-term detrimental effects of COVID-19 on their overall psychological health.