Innovativeness and self-efficacy in lecturers’ intentions to use cloud computing services in teaching and learning in South African higher education

Abstract

Abstract There has been an acceleration of the adoption of cloud computing in higher education institutions (HEIs), especially in response to the COVID-19 pandemic. This shift to virtual and blended learning environments, led to a migration of HEIs’ information management processes to cloud-based systems. Despite its advantages, cloud computing adoption in South African HEIs remains low. This study applies the Theory of Planned Behaviour (TPB) to examine how self-efficacy and innovativeness influence lecturers’ intentions to use cloud computing services. A quantitative design was applied, and stratified random sampling ensured representation across the lecturer population. Data were collected through an online questionnaire from 202 lecturers at a South African university and analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The findings revealed that behavioural factors, including attitudes, subjective norms, and perceived behavioural control, positively influence lecturers’ intentions to use cloud computing services. In addition, findings demonstrated that self-efficacy partially mediates the relationship between attitudes and intention and fully mediates the relationship between perceived behavioural control and cloud computing use intention. However, innovativeness demonstrated minimal to no mediation in the relationships. The model highlights the centrality of perceived behavioural control and self-efficacy in shaping intentions, with attitudes contributing moderately and innovativeness playing a minimal role. The study offers practical implications for HEIs in developing countries by suggesting targeted interventions to strengthen user confidence and engagement in cloud-based teaching and learning environments.