<p>Persistent misconceptions in classification of plants and animals continue to compromise biology learning, particularly in low-resource contexts such as Zambia. While flipped classroom strategies especially those incorporating multimedia have been proposed as promising pedagogical alternatives, their effectiveness in addressing persistent these errors remains underexplored. This PRISMA-guided systematic narrative review synthesized 22 studies published between 2005 and 2025, identified from 276 records across Scopus, Google Scholar, and associated reference lists. The most alternative frameworks in literature involved the classification of fungi, protists, and lower plants, which were often considered non-living or misclassified based on morphological similarities, with conventional instruction failing to yield meaningful conceptual change. Although flipped classrooms enhanced engagement and achievement, few interventions explicitly targeted conceptual errors or employed validated diagnostic tools. Theoretical alignment with conceptual change theory, socio-cultural constructivism, and multimedia learning principles was inconsistent and methodological limitations including small sample sizes, cross-sectional data collection, and moderate-to-high risk of bias were frequent. Critically, existing evidence was deficient in representation from African contexts, with only two Zambian-authored studies and limited cultural or infrastructural adaptation. This review underscores both the conditional promise of flipped teaching and the urgent need for context-specific, theory-based research relevant to Zambia.</p>