This research explores the integration of social media, specifically Facebook, as a viable and effective platform for implementing the "Flipped Classroom" model in higher education. The study investigates how the traditional learning environment can be transformed by utilizing Facebook’s interactive features—such as private groups, live sessions, and file-sharing capabilities—to deliver instructional content before the actual class meeting. By doing so, classroom time is liberated for active learning, critical discussions, and collaborative problem-solving. The researchers analyze the engagement levels of students within this digital ecosystem, highlighting the platform's role in reducing academic anxiety and fostering a sense of community among learners. Furthermore, the paper addresses the technical and pedagogical challenges faced by both educators and students in Bangladesh, including digital literacy and internet accessibility. The analysis suggests that because students are already habituated to social media usage, the transition to a Facebook-based flipped classroom can significantly enhance motivation and knowledge retention. The study concludes that while Facebook serves as a powerful supplementary tool, it requires structured moderation and clear learning objectives to function as a formal educational environment. This research provides a roadmap for educators seeking innovative, low-cost technological solutions to modernize teaching-learning methodologies.

Keywords: Flipped Classroom, Facebook in Education, Blended Learning, Social Media Pedagogy, Active Learning, Educational Technology.