Aim: To perform a scientometric mapping of the flipped classroom (FC) in dental education through an analysis of geospatial dynamics, emerging patterns, and collaborative networks. Materials and methods: A comprehensive search of the Web of Science database (Core Collection) was conducted on September 1, 2024, using specific terms related to innovative teaching methodologies and dental education. Articles published between January 2005 and September 2024, indexed in Web of Science, and published in English were included. The collected data included article title, authors, year of publication, journal, keywords, and number of citations. Data analysis was conducted using CiteSpace and Bibliometrix to identify publication patterns, emerging trends, and collaborative networks. Results: Between 2005 and 2024, 306 documents from 94 sources were analyzed, with an annual growth rate of 20.2%. The average age of the documents was 6.19 years, with an average of 12.47 citations per document and 7,469 references. In total, 701 authors’ keywords were identified. A total of 1,183 authors participated, of whom 19 published single-authored papers, resulting in 20 single-authored papers. The average number of coauthors per paper was 4.39, with 18.63% international coauthorships. The main clusters identified were “Flipped Classroom”, “COVID-19”, and “Curriculum Reform”. The years 2019 and 2020 contained the highest number of co-citations, highlighting authors such as Gianoni-Capenakas and Iyer. The three-dimensional structure of the landscape view graph revealed densely connected areas, indicating consolidated research themes. Conclusion: The results of this study have demonstrated a significant evolution in educational methodologies in dentistry, with an increasing focus on the FC and other educational technologies. The high concentration of publications in key journals and the predominance of authors with a single publication underline the importance of fostering collaborative networks and the dissemination of innovative practices. These findings require alignment with the conclusion mentioned in the main manuscript, as the overall conclusion is very broad and needs to be more specific to reflect the detailed results of the study. Clinical significance: This study mapping the FC in dental education is clinically significant because it has a chance to influence the very nature of teaching methodologies. The study treats geospatial dynamics, emerging patterns, and collaborative networks and has highlighted the further incursion of innovative educational practices. The findings show that continued research and collaboration are needed to further optimize and develop these methodologies for the benefit of both educators and learners in the field of dentistry.