This study examines the psychosocial determinants of university teachers’ acceptance of the flipped classroom in higher education in the Democratic Republic of Congo (DRC). A quantitative cross-sectional survey was administered to teachers participating in national pedagogical development activities. The final dataset included 876 valid responses. Acceptance of the flipped classroom was measured as an overall acceptance (intention) score, while psychosocial determinants included attitude, perceived usefulness, apprehension, and perceived institutional support. Descriptive results indicate that 52.3% of respondents reported a favorable level of acceptance. Bivariate associations between acceptance and the psychosocial determinants were weak (|r| ≤ .05). In a multiple regression model including attitude, perceived usefulness, apprehension, and institutional support, the predictors explained a small proportion of the variance in acceptance (R² = .006; F(4, 871) = 1.31, p = .264). Findings suggest that, in this context, teachers’ acceptance may be shaped less by individual psychosocial perceptions than by structural and organizational conditions that affect the feasibility and sustainability of flipped classroom implementation. Implications are discussed for institutional support, professional development, and future research in African higher education.
Nsaka Martin Makumbu (Wed,) studied this question.