EXPLORING CLOUD TECHNOLOGY ADOPTION IN HIGHER EDUCATION: IMPLICATIONS FOR AI-ENABLED TEACHING AND LEARNING READINESS.
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| Title: | EXPLORING CLOUD TECHNOLOGY ADOPTION IN HIGHER EDUCATION: IMPLICATIONS FOR AI-ENABLED TEACHING AND LEARNING READINESS. |
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| Authors: | Biswas, Parna1 parna.biswas@gmail.com, Roy, Pamela2 pamela.scholar@yahoo.com |
| Source: | Issues in Informing Science & Information Technology. 2026, Vol. 23, p1-22. 22p. |
| Subjects: | Cloud computing, Learning readiness, Digital transformation, College teacher attitudes, Intelligent tutoring systems, Educational innovations, Higher education, Preparedness |
| Abstract: | Aim/Purpose This study examines faculty and administrator perceptions and attitudes toward cloud technology adoption in higher education, emphasizing institutional readiness for AI-enabled teaching and learning. Background While digital transformation drives institutional innovation, cloud-based systems present opportunities and challenges for instructional practices, pedagogy, and governance. This study explores faculty and administrative perspectives at a large university in California to understand factors shaping AIready educational environments. Methodology Data were collected through an online survey distributed to faculty and administrative staff. Responses were analyzed using qualitative thematic analysis to identify recurring perceptions, perceived benefits, concerns, and organizational support for cloud adoption. Contribution The study offers insights into leadership, governance, and workforce readiness drivers that influence sustainable cloud adoption and establish a foundation for AI-supported teaching and learning innovations in higher education. Findings Four major themes emerged: (1) perceived institutional and pedagogical benefits, (2) cost-effectiveness and resource optimization, (3) privacy and data security concerns, and (4) leadership and readiness factors influencing adoption. Findings indicate that cloud technology enhances collaboration, accessibility, and operational efficiency, supporting flexible and innovative learning environments. Recommendations for Practitioners Institutions should prioritize strategic leadership, transparent governance, and targeted faculty training to enhance cloud adoption and build institutional readiness for AI-enabled teaching and learning. Recommendations for Researchers Future studies should examine cloud readiness across diverse institutions and assess how cloud adoption facilitates subsequent AI-supported educational innovations. Impact on Society Improved cloud readiness can expand access to innovative learning tools, increase institutional efficiency, and accelerate equitable and scalable adoption of AI-enabled educational technologies. Future Research Future studies should explore longitudinal relationships between cloud adoption maturity, faculty digital skill development, and successful integration of AI-supported teaching and learning environments. [ABSTRACT FROM AUTHOR] |
| Copyright of Issues in Informing Science & Information Technology is the property of Informing Science and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Engineering Source |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: egs DbLabel: Engineering Source An: 195554512 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: EXPLORING CLOUD TECHNOLOGY ADOPTION IN HIGHER EDUCATION: IMPLICATIONS FOR AI-ENABLED TEACHING AND LEARNING READINESS. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Biswas%2C+Parna%22">Biswas, Parna</searchLink><relatesTo>1</relatesTo><i> parna.biswas@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Roy%2C+Pamela%22">Roy, Pamela</searchLink><relatesTo>2</relatesTo><i> pamela.scholar@yahoo.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Issues+in+Informing+Science+%26+Information+Technology%22">Issues in Informing Science & Information Technology</searchLink>. 2026, Vol. 23, p1-22. 22p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Cloud+computing%22">Cloud computing</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+readiness%22">Learning readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+transformation%22">Digital transformation</searchLink><br /><searchLink fieldCode="DE" term="%22College+teacher+attitudes%22">College teacher attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Intelligent+tutoring+systems%22">Intelligent tutoring systems</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+innovations%22">Educational innovations</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br /><searchLink fieldCode="DE" term="%22Preparedness%22">Preparedness</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Aim/Purpose This study examines faculty and administrator perceptions and attitudes toward cloud technology adoption in higher education, emphasizing institutional readiness for AI-enabled teaching and learning. Background While digital transformation drives institutional innovation, cloud-based systems present opportunities and challenges for instructional practices, pedagogy, and governance. This study explores faculty and administrative perspectives at a large university in California to understand factors shaping AIready educational environments. Methodology Data were collected through an online survey distributed to faculty and administrative staff. Responses were analyzed using qualitative thematic analysis to identify recurring perceptions, perceived benefits, concerns, and organizational support for cloud adoption. Contribution The study offers insights into leadership, governance, and workforce readiness drivers that influence sustainable cloud adoption and establish a foundation for AI-supported teaching and learning innovations in higher education. Findings Four major themes emerged: (1) perceived institutional and pedagogical benefits, (2) cost-effectiveness and resource optimization, (3) privacy and data security concerns, and (4) leadership and readiness factors influencing adoption. Findings indicate that cloud technology enhances collaboration, accessibility, and operational efficiency, supporting flexible and innovative learning environments. Recommendations for Practitioners Institutions should prioritize strategic leadership, transparent governance, and targeted faculty training to enhance cloud adoption and build institutional readiness for AI-enabled teaching and learning. Recommendations for Researchers Future studies should examine cloud readiness across diverse institutions and assess how cloud adoption facilitates subsequent AI-supported educational innovations. Impact on Society Improved cloud readiness can expand access to innovative learning tools, increase institutional efficiency, and accelerate equitable and scalable adoption of AI-enabled educational technologies. Future Research Future studies should explore longitudinal relationships between cloud adoption maturity, faculty digital skill development, and successful integration of AI-supported teaching and learning environments. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Issues in Informing Science & Information Technology is the property of Informing Science and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.28945/5801 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 1 Subjects: – SubjectFull: Cloud computing Type: general – SubjectFull: Learning readiness Type: general – SubjectFull: Digital transformation Type: general – SubjectFull: College teacher attitudes Type: general – SubjectFull: Intelligent tutoring systems Type: general – SubjectFull: Educational innovations Type: general – SubjectFull: Higher education Type: general – SubjectFull: Preparedness Type: general Titles: – TitleFull: EXPLORING CLOUD TECHNOLOGY ADOPTION IN HIGHER EDUCATION: IMPLICATIONS FOR AI-ENABLED TEACHING AND LEARNING READINESS. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Biswas, Parna – PersonEntity: Name: NameFull: Roy, Pamela IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 15475840 Numbering: – Type: volume Value: 23 Titles: – TitleFull: Issues in Informing Science & Information Technology Type: main |
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