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Purpose: The aim of the current study was to examine the previously unexplored relationship between positive reframing as a mediator between gratitude and technostress in Indian students. By examining this relationship, the authors aim to expand the theoretical domain of gratitude research by examining its potential influence on technology-induced stress. Design/methodology/approach: A cross-sectional survey was used to collect and analyze data from 552 Indian college students who participated in graduate and postgraduate programs across various educational institutions in India. Regression and mediation analyses were performed with both IBM SPSS 25 and AMOS. Findings: This study's data suggest that positive reframing plays an important mediating role between gratitude and technostress. Gratitude also encourages positive reframing, which reduced technostress among the students. Taken together, our data showed that gratitude induces positive reframing, which in turn reduces techno-stress among Indian students in the current study. Research limitations/implications: The sample size in this study is relatively small in relation to the student population in India. The current study relied primarily on quantitative data and analysis and further research could use a mixed-method approach to better understand the underlying mechanisms between positive reframing, gratitude and technostress. The results are derived under an extreme coronavirus disease 2019 (COVID-19) pandemic situation; therefore, the results cannot be generalized to normal times. Practical implications: The paper includes implications for teachers, academic leaders, parents and civil society. Originality/value: Overall, the relationship between positive reframing, gratitude and technostress has not been thoroughly explored. To the best of the authors' understanding, this is the first study to examine the influence of gratitude on technology-induced stress and the role of reframing. [ABSTRACT FROM AUTHOR]

Purpose: The paper focuses on reviewing and theorizing the factors that affect the adoption of cloud computing in the education sector narrowing the focus to developing countries such as India. Design/methodology/approach: Through an extensive literature survey, critical factors of cloud computing for education were identified. Further, the fuzzy DEMATEL approach was used to define their interrelationship and its cause and effect. Findings: A total of 17 factors were identified for the study based on the literature survey and experts' input. These factors were classified as causes and effects and ranked and interrelated. "Required Learning Skills and Attitude," "Lack of Infrastructure," "Learners' Ability" and "Increased Investment" are found to be the most influential factors. Practical implications: The resultant ranking factors can be used as a basis for managing the process of cloud adoption in several institutions. The study could guide academicians, policymakers and government authorities for the effective adoption of cloud computing in education. Originality/value: The study investigates interdependency amongst the factors of cloud computing for education in context with developing economy. This is one of first study in higher education institutes of India. [ABSTRACT FROM AUTHOR]