Educators’ Motivation and Intention within the UTAUT Model to Adopt the Flipped Classroom: A Scoping Review

Abstract

There is a growing concern for educational institutions to transform and innovate their teaching and learning pedagogy to meet today's demands. This phenomenon is reflected in the rise of the flipped or inverted classroom. However, the motivation and intention of educators to transform from conventional teaching to flipped classrooms is poorly understood. Therefore, a scoping review of the literature was undertaken to identify important determinants in educators’ motivation and intention within the UTAUT model to use the flipped classroom. Databases searched included the Web of Science, Scopus, and ERIC databases. Arksey and O’Malley’s five-stage framework was utilized as the method for the scoping review process. The findings reveal four main themes and twelve sub-themes regarding educators’ motivation and intention to implement the flipped classroom, of which social factors are the most dominant determinants. By examining the crucial determinants that influence the motivation and intention of adopting flipped classrooms, this study might assist educators in successfully making the change.