Designing the Model of Tendency to Use Cloud Services in Education with an Interpretive-Structural Modeling Approach

Achieving the goals of educational organizations in a highly changing technology environment requires creating the right conditions for the adoption of new and efficient technologies. Therefore, the aim of this study was to design the model of tendency to use Cloud services in education with an Interpretive-Structural Modeling approach. This is a qualitative research based on the Grounded Theory approach. In order to identify the components, academic and theoretical experts in the field of IT were interviewed. The number of interviewees, based on theoretical saturation, was 13 people. These people were also purposefully selected by snowball method. The identified components were then screened using fuzzy Delphi technique. In the last step, the components of the research were leveled by Interpretive-Structural Modeling. According to the findings, the tendency to use Cloud services in education has 8 main categories and 42 sub-categories. According to Interpretive Structural Modeling, the use of Cloud services stands in the first level and the variable of implementing Cloud services in e-learning in the second level. The variables of empowerment of education managers and teachers, and the formation of supportive learning associations are in the third level. The curriculum development variable is in the fourth level, the variables of the educational management system and security threats are in the fifth level, and finally the Cloud learning infrastructure variable in organizational education are in the sixth level. Therefore, it is suggested to provide new systems in education before implementing Cloud-based education systems