Digital transformation in higher education calls for innovative pedagogical approaches, particularly in the teaching of theoretical subjects to culturally diverse student cohorts. This quasi-experimental study investigates the implementation of a digitally integrated flipped classroom model in teaching Marxist–Leninist Philosophy to Indian medical students at Can Tho University of Medicine and Pharmac, Viet Nam. A total of 420 international students were divided into an experimental group (n = 210) and a control group (n = 210). The experimental group was taught using a flipped classroom model incorporating video lectures, resources on a Learning Management System, pre-class quizzes, and artificial intelligence–assisted learning support, while the control group received instruction through traditional teaching methods. Data were collected using a reliability-tested questionnaire measuring six constructs: digital learning access, perceived cognitive barriers, self-regulated learning, classroom interaction, critical thinking, and technology acceptance.

The results reveal statistically significant improvements in the experimental group across all measured dimensions, with classroom interaction playing a key mediating role between digital resources and the development of critical thinking. The model effectively overcame linguistic and cultural barriers while fostering active learning and higher-order thinking skills. These findings demonstrate that a thoughtfully designed flipped classroom environment can transform the teaching of political theory to international students, offering a scalable reference framework for higher education contexts across Southeast Asia.