Flip Teaching Active Methodology as a Means to Prevent Fraudulent Use of ChatGPT by Students

This paper explores the impact of the use of ChatGPT in the university academic environment, highlighting advantages such as its efficiency in providing immediate answers, its adaptability, and the capacity for the generation of practical examples. However, significant drawbacks are highlighted, such as the absence of critical judgment, the possibility of over-reliance, and the system’s own errors. In this context, an integrative pedagogical methodology is suggested that employs the Flip Teaching technique with micro activities, focused on preventing the misuse of ChatGPT. The case study of the Building Structures courses at the European University Miguel de Cervantes (UEMC), Spain, is presented, in which practical methods are implemented to reduce the probability of academic fraud. These include clarifying what is expected at the formative level from students, developing complex challenging assignments, and encouraging effective interaction between students and teachers.