Determinants of Teachers’ Intention to Adopt the Flipped Classroom in Higher Education: The Role of Digital Anxiety and Perceived Institutional Support

As higher education systems expand and pursue learner-centered reform, understanding the conditions that support teachers’ adoption of pedagogical innovation has become a strategic priority. In this context, the flipped classroom is increasingly promoted as a key pedagogical innovation in higher education, particularly within reforms advocating student-centered learning and the integration of digital technologies. Despite its documented pedagogical benefits, its adoption by university teachers remains uneven, especially in contexts undergoing systemic transformation. This study examines the determinants of teachers’ intention to adopt the flipped classroom, focusing on the role of digital anxiety, perceived institutional support, and attitude toward this pedagogical approach. A quantitative survey was conducted among higher education teachers in the Democratic Republic of Congo (N = 294). Data were analyzed using descriptive statistics, exploratory factor analysis, reliability analysis, correlation analysis, multiple regression, and mediation testing. The results indicate that teachers report very positive attitudes toward the flipped classroom and a relatively high intention to adopt it within six months. However, digital anxiety negatively affects attitude, while perceived institutional support positively influences attitude. Attitude toward the flipped classroom emerges as the strongest predictor of adoption intention and fully mediates the effects of both digital anxiety and institutional support. These findings highlight the importance of addressing affective and institutional conditions to foster sustainable pedagogical innovation in higher education, particularly in reform-oriented contexts. Keywords: flipped classroom; digital anxiety; institutional support; attitude; higher education; pedagogical innovation. DOI: 10.7176/JEP/17-3-04 Publication date: March 28th 2026