G. Brito-Casanova, L. Llerena, and N. Rodriguez,

“Cloud Computing in Ecuadorian Higher Education: A Case Study on Use, Beneﬁts, and Challenges at UTEQ”,

Latin-American Journal of Computing (LAJC), vol. 12, no. 2, 2025.

Cloud Computing in

Ecuadorian Higher

Education: A Case Study

on Use, Beneﬁts, and

Challenges at UTEQ

ARTICLE HISTORY

Received 6 May 2025

Accepted 9 June 2025

Published 7 July 2025

Geovanny Brito-Casanova

Universidad Técnica Estatal de Quevedo

Facultad de Ciencias de la Computación y Diseño Digital

Quevedo, Ecuador

gbritoc@uteq.edu.ec

ORCID: 0000-0002-7715-7706

Lucrecia Llerena

Universidad Técnica Estatal de Quevedo

Facultad de Ciencias de la Computación y Diseño Digital

Quevedo, Ecuador

lllerena@uteq.edu.ec

ORCID: 0000-0002-4562-6723

Nancy Rodriguez

Universidad Técnica Estatal de Quevedo

Facultad de Ciencias de la Computación y Diseño Digital

Quevedo, Ecuador

nrodriguez@uteq.edu.ec

ORCID: 0000-0002-0861-4352

ISSN:1390-9266 e-ISSN:1390-9134 LAJC 2025

This work is licensed under a Creative Commons

Attribution-NonCommercial-ShareAlike 4.0 International License.

ISSN:1390-9266 e-ISSN:1390-9134 LAJC 2025

DOI:

LATIN-AMERICAN JOURNAL OF COMPUTING (LAJC), Vol XII, Issue 2, July 2025

10.5281/zenodo.15742042

LATIN-AMERICAN JOURNAL OF COMPUTING (LAJC), Vol XII, Issue 2, July - December 2025

Cloud Computing in Ecuadorian Higher

Education: A Case Study on Use, Benefits, and

Challenges at UTEQ

Geovanny Brito-Casanova

Universidad Técnica Estatal de

Quevedo

Facultad de Ciencias de la

Computación y Diseño Digital

Quevedo, Ecuador

gbritoc@uteq.edu.ec

Lucrecia Llerena

Universidad Técnica Estatal de

Quevedo

Facultad de Ciencias de la

Computación y Diseño Digital

Quevedo, Ecuador

lllerena@uteq.edu.ec

Nancy Rodríguez

Universidad Técnica Estatal de

Quevedo

Facultad de Ciencias de la

Computación y Diseño Digital

Quevedo, Ecuador

nrodriguez@uteq.edu.ec

Abstract— Digital transformation continues to reshape higher

education, with cloud computing emerging as a key enabler of

enhanced accessibility, collaboration, and academic management.

This study investigates the use of cloud computing in Ecuadorian

universities by identifying its benefits, barriers, and opportunities

through a survey of key stakeholders in the education system. A

quantitative approach was employed using a structured

questionnaire to collect data on participants’ knowledge levels, tools

used, perceived advantages, challenges, and expectations. The main

benefit identified was accessibility from any location (92%),

followed by enhanced collaboration (73%) and the modernization of

educational practices (43%). The primary challenges included lack

of training (67%), limited connectivity (58%), associated costs

(46%), and concerns about data security and privacy (34%). These

findings underscore the need to strengthen technological

infrastructure and provide targeted training to optimize the effective

use of cloud computing. Regarding future perspectives, 71% of

respondents advocated for greater integration into teaching and

learning, while 64% suggested expanding its use across academic

and administrative domains. Cloud computing represents a strategic

asset for Ecuadorian higher education. However, its full adoption

requires addressing infrastructure and capacity-building challenges

through policies that promote collaboration, innovation, and the

efficient management of institutional resources.

Keywords— Cloud computing, higher education, digital

transformation, educational innovation

I. INTRODUCTION

Cloud computing represents a key enabler of digital

transformation across multiple sectors, notably in education

[1]. This technological model facilitates remote access to data

storage, processing power, and software applications via the

Internet, thereby reducing dependence on complex and costly

physical infrastructure [2], [3]. In the field of higher education,

its implementation promises to significantly enhance learning

quality, facilitate collaborative research, and optimize

administrative processes [4].

In Ecuador, universities face the challenge of adapting to

a globalized environment in which digital technologies are

essential to ensure quality education aligned with labor market

demands [5], [6]. Cloud computing, with its scalability and

accessibility, offers a promising solution to these needs.

However, adopting this technology is not without challenges,

such as limited connectivity in certain regions, insufficient

technological training for teaching and administrative staff,

and concerns regarding data security and privacy [7].

Previous studies have explored the benefits of cloud

computing in education, emphasizing its ability to scale

resources, reduce operational costs, and promote collaboration

[8]. However, research such as [9] highlights significant

limitations, including uneven connectivity in developing

countries and user resistance to change. Other studies, such as

[10], have identified gaps in the technological training of

educational staff, hindering full adoption of this technology.

These limitations underscore the need to tailor

implementation strategies to the specific context of each

institution, taking into account cultural, economic, and

technological factors [11].

This context highlights the importance of conducting

research that evaluates the real impact of cloud computing in

Ecuadorian higher education. Understanding how this

technology is currently being used, what benefits it brings, and

what barriers institutions face is crucial for designing effective

implementation strategies. Furthermore, this information is

essential for aligning public education policies with the

technological needs of universities, enabling them to bridge

digital gaps and promote inclusive, forward-looking

education.

This study seeks to provide insight into the use, benefits,

and challenges of cloud computing in Ecuadorian universities.

Through an analysis based on empirical data, the goal is to

identify patterns and trends that reflect the current situation

and offer practical recommendations to optimize the use of

this technology in the education sector. Unlike previous

research that focuses on global or generalized contexts, this

study emphasizes the particularities of an education system

operating under limited connectivity and restricted financial

resources. This approach makes it possible to identify region-

specific opportunities, representing a valuable contribution to

closing digital divides and strengthening the technological

capacity of Ecuadorian universities.

By examining cloud computing as a strategic enabler in

higher education, this study contributes to the global discourse

on the digital transformation of educational systems, with a

particular emphasis on Latin America and other emerging

economies [12], [13]. This study is guided by the following

research question:

ISSN:1390-9266 e-ISSN:1390-9134 LAJC 2025

DOI:

LATIN-AMERICAN JOURNAL OF COMPUTING (LAJC), Vol XII, Issue 2, July 2025

10.5281/zenodo.15742042

G. J. Brito-Casanova, L. Llerena, and N. Rodríguez,

G. Brito-Casanova, L. Llerena, N. Rodríguez

“Cloud Computing in Ecuadorian Higher Education: A Case Study on

Use, Benefits, and Challenges at UTEQ”

Latin-American Journal of Computing (LAJC), vol. 12, no. 2, 2025.

How does cloud computing impact educational and

administrative processes in Ecuadorian universities?

Answering this question will help assess the current state

of technological adoption and propose practical strategies to

enhance its implementation and harness its transformative

potential. This document is structured as follows: after this

introduction, we describe the proposed solution, followed by

the methodology, results, and discussion. Finally, the paper

presents the conclusions.

II. R

ELATED WORK

The adoption of cloud computing in higher education has

been extensively examined in recent literature, particularly

within the context of developing countries. In [14], the

authors examined the early-stage implementation of cloud

services in Ugandan universities with limited infrastructure,

proposing an institutional readiness framework and

highlighting the need for training and organizational support.

Similarly, [15] analyzed how cloud computing influences

academic performance in Indian institutions, using the

Technology Acceptance Model as a guiding framework.

Their findings provided empirical support for the core

constructs of the model and confirmed its relevance in post-

pandemic educational settings.

A qualitative approach was used by [16] to explore factors

affecting mobile cloud computing adoption in Palestinian

universities. Their study, based on the TOE and DOI

frameworks, emphasized technological preparedness and

institutional perceptions of risk as determinants of successful

implementation. In a different line, [17] compared cognitive

load and usability between local and cloud-based database

systems, demonstrating that cloud tools reduced mental effort

and improved student experience in technical tasks.

At a broader level, [18] conducted a bibliometric analysis

of over 8,000 publications on smart university trends,

identifying cloud computing as a foundational component

within the digital transformation landscape. The study

situates cloud technologies as enablers of educational

innovation, particularly when integrated with artificial

intelligence and the principles of Industry 5.0.

While these studies provide insights into the technical,

cognitive, and institutional aspects of cloud computing

adoption, they often focus on national or international

frameworks. The present study contributes to this literature

by offering an Ecuador-specific perspective, addressing local

constraints such as limited connectivity, fragmented digital

infrastructure, and the evolving digital culture in higher

education institutions.

In addition to empirical studies, several theoretical

models provide useful frameworks for understanding the

adoption of cloud computing in educational contexts. The

Technology Acceptance Model (TAM), developed by Davis,

identifies perceived usefulness and ease of use as key

determinants of user acceptance [19], [20]. Similarly, the

Diffusion of Innovations (DOI) theory by Rogers explains

how new technologies spread through a social system,

identifying key factors such as relative advantage,

compatibility, trialability, and complexity [21], [22]. These

models are especially pertinent in developing country

contexts, where technological adoption may encounter

cultural and infrastructural resistance. Furthermore, Digital

Transformation Frameworks for Higher Education propose

that successful implementation of technologies like cloud

computing requires alignment between institutional vision,

leadership, digital competencies, and organizational culture

[23], [24]. The inclusion of these theoretical perspectives

strengthens the analytical foundation of this study and

supports a deeper interpretation of its findings.

III.

METHODOLOGY

The methodology adopted in this study aimed to provide

a comprehensive understanding of the impact of cloud

computing on Ecuadorian universities. A systematic

approach was used to collect, analyze, and present empirical

data that support the conclusions and recommendations. This

section details the study design, population and sample, data

collection instrument, and analysis procedure to ensure

clarity and consistency in the results presented.

A. Study Design

This study employed a descriptive approach through a

structured survey to gather data on participants’ perspectives

and opinions regarding the use, benefits, and challenges of

cloud computing in Ecuadorian higher education. The survey

was designed to capture clear and direct information, and

responses were collected using Microsoft Forms.

B. Population and Sample

The survey targeted faculty, administrative staff, and

students at the Technical State University of Quevedo

(UTEQ), with a total of 116 respondents voluntarily

participating in the study. This population provided insight

from key actors involved in the adoption and use of

educational technologies.

In terms of demographics, participants ranged in age from

18 to 50. Students represented different academic levels—

from early-stage students to those in their final semesters—

while faculty and administrative personnel came from various

fields of knowledge, enabling the inclusion of both technical

and humanities-based perspectives.

The sample included only participants who completed the

online form voluntarily, ensuring that the opinions reflected

genuine interest and engagement with the topic. Given the

exploratory nature of this study and its focus on institutional-

level insights, the sample size (n = 116) was considered

adequate to capture relevant perceptions from key stakeholder

groups within UTEQ. While not intended to support statistical

generalization to the national university system, the data

provide a meaningful representation of internal dynamics and

adoption patterns within a mid-sized Ecuadorian public

university.

C. Data Collection Instrument

The questionnaire consisted of 15 questions—14 closed

(single or multiple choice) and one open-ended question—to

gather additional opinions and suggestions. The questions

were organized into six thematic sections to address various

aspects of cloud computing in higher education.

ISSN:1390-9266 e-ISSN:1390-9134 LAJC 2025

DOI:

LATIN-AMERICAN JOURNAL OF COMPUTING (LAJC), Vol XII, Issue 2, July 2025

10.5281/zenodo.15742042

LATIN-AMERICAN JOURNAL OF COMPUTING (LAJC), Vol XII, Issue 2, July - December 2025

• The first section, familiarity level, included two

questions aimed at assessing participants’ knowledge

of cloud computing.

• The second section, tools and platforms used,

included four questions to identify the most

commonly used platforms and services in academic

settings and their practical applications in

educational activities.

• The third section, specific applications, comprised

two questions to explore areas where cloud

computing is most useful and which platforms are

applied in those contexts.

• The fourth section, perceived benefits, included two

questions to identify the main advantages observed

in adopting cloud computing.

• The fifth section, challenges and limitations,

contained two questions aimed at recognizing the

main barriers that hinder effective implementation of

this technology.

• The sixth section, titled “Future Outlook and

Expectations,” incorporated two questions—one of

which was open-ended—to elicit participants’

recommendations and perceptions regarding

strategies to enhance the adoption of cloud-based

tools in higher education.

This structure, summarized in Table 1, provided a

comprehensive view of the topic, enabling both quantitative

and qualitative analysis.

TABLE I. QUESTIONNAIRE STRUCTURE AND SECTION OBJECTIVES

Section Objective Example Question

Familiarity

Assess participants’ level

of knowledge about cloud

computing.

Are you familiar with the

concept of cloud computing?

Tools and

Platforms

Identify the cloud-based

services and platforms

used by respondents.

Which cloud platforms or

services have you used most

frequently?

Specific

Applications

Explore the areas where

cloud computing is most

useful and its application.

In which areas of higher

education is cloud

computing most useful?

Perceived

Benefits

Understand the main

advantages observed by

participants.

What do you consider the

main benefits of cloud

computing in higher

education?

Challenges

Faced

Identify the main

limitations and barriers to

adoption.

What barriers do you face in

implementing or using cloud

computing?

Future

Perspectives

Explore recommendations

to improve cloud usage in

institutions.

What cloud tools or services

would you like your

institution to implement?

D. Data Collection Process

The survey was distributed in digital format using

Microsoft Forms and completed remotely. The questionnaire

link (https://forms.office.com/r/tCpgtkQgpc) was shared via

institutional email and internal communication channels at the

Technical State University of Quevedo (UTEQ). This method

ensured that both students and faculty at UTEQ could easily

access the form from any device with internet connectivity.

UTEQ was used as a case study to assess the level of

knowledge, usage, and perception of cloud computing in a

representative academic environment. The questionnaire was

designed to take approximately 2 to 4 minutes to complete,

enabling efficient data collection and the extraction of relevant

information for analyzing the role of this technology in the

institution.

E. Comparative Reference and Justification

While previous studies on educational technologies have

used more complex methodologies to gather qualitative and

quantitative data [25], the approach adopted in this study was

deliberately straightforward and focused on the relevant user

base. This method was chosen to obtain a clear perspective on

the needs and opinions within UTEQ’s local context.

Comparative studies such as [26], have shown that this

approach is effective for evaluating the impact of emerging

technologies when applied in specific contexts.

In this case, the use of closed-ended questions allowed for

efficient structuring of responses, while the open-ended

question provided the necessary flexibility to include

participants’ qualitative observations. This resulted in a

balance between methodological rigor and the practicality

needed for research in a local educational setting.

F. Data Analysis

The data were analyzed directly through the Microsoft

Forms platform, using its automated tools to calculate

frequencies, percentages, and generate basic charts. The open-

ended responses were analyzed through a word cloud, which

visually highlighted the most frequently mentioned terms and

key areas of interest expressed by the respondents.

Even though the adoption of technologies such as cloud

computing faces challenges—particularly in access and

training—studies like this one show that simple, user-centered

methodologies can be just as effective in gathering critical

information in local environments [27].

This methodological approach seeks to establish a basis

for assessing the current landscape of cloud computing in

Ecuadorian higher education, while also generating actionable

recommendations to support its effective institutional

integration.

IV.

RESULTS

The results obtained from this study provide a

comprehensive overview of the level of knowledge, usage,

benefits, challenges, and future perspectives regarding cloud

computing in the context of Ecuadorian higher education,

using the Technical State University of Quevedo (UTEQ) as a

case study. Below are the most relevant findings derived from

the analysis of the collected data, organized according to the

thematic areas addressed in the questionnaire.

A. Familiarity with Cloud Computing

Among participants, 27% reported being “fully familiar”

with cloud computing, while 25% stated they were “quite

familiar.” Another 45% indicated being “somewhat familiar,”

13% said they were “slightly familiar,” and 6% admitted to

having no familiarity at all. These results show that, although

a significant portion of respondents are knowledgeable about

cloud computing, there remains a gap in understanding its

capabilities and applications.

B. Use of Tools and Platforms

Cloud computing tools were used “occasionally” by 57%

of participants and “frequently” by 30%. In terms of

platforms, Google Workspace was the most used (82%),

followed by Microsoft Azure (30%), Moodle Cloud (11%),

and AWS Educate (9%). For storage services, Google Drive

ISSN:1390-9266 e-ISSN:1390-9134 LAJC 2025

DOI:

LATIN-AMERICAN JOURNAL OF COMPUTING (LAJC), Vol XII, Issue 2, July 2025

10.5281/zenodo.15742042

G. J. Brito-Casanova, L. Llerena, and N. Rodríguez,

G. Brito-Casanova, L. Llerena, N. Rodríguez

“Cloud Computing in Ecuadorian Higher Education: A Case Study on

Use, Benefits, and Challenges at UTEQ”

Latin-American Journal of Computing (LAJC), vol. 12, no. 2, 2025.

stood out with 110 mentions, followed by Microsoft OneDrive

(66) and GitHub (26). These preferences reflect a tendency to

favor platforms offering accessibility and easy integration into

academic environments.

To further explore this trend, a correlation analysis was

conducted between the level of knowledge about cloud

computing and the frequency of tool usage. This analysis was

based on the codified survey responses, reflecting the reported

proportions: 27% of participants indicated being fully familiar

with cloud computing, while 30% stated they use these tools

frequently.

Using the Spearman correlation coefficient, a moderate

positive correlation was found (ρ = 0.41, p < 0.001). This

suggests that although greater familiarity tends to increase the

use of cloud-based tools, the relationship is neither strictly

linear nor uniform. Instances were observed where

participants had a high level of knowledge but reported low

frequency of use, and vice versa.

Fig. 1. Correlation between level of knowledge and frequency of cloud

computing tool usage

Fig. 1 illustrates this relationship through a scatter plot,

showing a higher concentration of responses in the mid-to-

high ranges of both knowledge and usage. The dispersion of

data points indicates that other factors—such as training,

connectivity access, and institutional digital culture—also

play a significant role in the effective adoption of cloud

technologies.

C. Specific Applications

Regarding application areas, research and collaborative

projects were selected by 78% of respondents, while academic

management—including enrollment and records—was

chosen by 70%. Online learning was highlighted by 66%, and

areas such as virtual laboratories and simulations were

mentioned by 48%. These findings underscore the broad

applicability of cloud computing in addressing a variety of

academic needs.

D. Perceived Benefits

Anywhere accessibility was identified as the main benefit

by 92% of participants. Ease of collaboration followed with

73%, and modernization of teaching methods was recognized

by 43%. Additional benefits such as reduced physical

infrastructure costs and scalability were mentioned by 25%

and 45% of respondents, respectively. These findings

underscore the potential of cloud computing to drive

operational efficiency and institutional adaptability within

higher education environments.

E. Barriers and Challenges

The main challenges identified were lack of training (67%)

and connectivity limitations (58%). Associated costs were

cited by 46%, while security and privacy concerns were

mentioned by 34%. Resistance to technological change was

also noted by 25% of respondents. These results emphasize

the need to address such obstacles through targeted strategies

in training and infrastructure development.

F. Future Perspectives

Regarding the future use of cloud computing, 64%

suggested expanding its application across all academic and

administrative areas, while 71% emphasized the importance

of greater integration into teaching and learning. About 52%

indicated it should primarily be used for data storage and

backup, and 54% highlighted the need to promote cloud-based

collaborative research projects. In contrast, only 4% stated

that increasing its use is unnecessary. These responses reflect

a clear interest in maximizing the impact of this technology

within higher education.

Fig. 2. Word cloud generated from open-ended responses on cloud tools

and services

In Fig. 2, the word cloud generated from the open-ended

responses of survey participants illustrates the cloud tools and

services they consider relevant or would like to implement or

improve in their institution. Terms such as Google, Drive,

OneDrive, Microsoft, and service stand out, indicating a

strong preference for well-known storage platforms and

services. Additionally, frequent mentions of words like tool,

cloud, collaboration, platform, AWS, and Azure reflect

interest in technological solutions that facilitate academic and

administrative work.

Specific tools like Slack, Canvas, and GitHub were also

mentioned, pointing to a need for platforms that support

collaboration and technological development. Words like

storage, capacity, and security underscore the importance of

expanding workspace capacity, improving information

safeguarding, and taking advantage of the flexibility that these

technologies offer. The diversity of terms—from artificial

intelligence applications and data analysis to educational and

collaborative platforms—highlights the growing interest in

implementing services that optimize teaching, research, and

institutional management.

Frequency of Cloud Tool Usage

Level of Knowledge about Cloud Computing

Spearman Correlation: ρ = 0.93, p < 0.001

ISSN:1390-9266 e-ISSN:1390-9134 LAJC 2025

DOI:

LATIN-AMERICAN JOURNAL OF COMPUTING (LAJC), Vol XII, Issue 2, July 2025

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Overall, four main thematic areas were identified:

collaboration, storage, technical capabilities, and training.

Several participants emphasized the importance of tools that

support collaborative work, particularly in academic and

research contexts. Platforms such as Slack and Microsoft

Teams were mentioned as useful solutions for task

coordination in virtual environments.

In terms of storage, respondents noted the need to expand

institutional capacity and ensure permanent access to files.

While services like Google Drive and OneDrive were

positively assessed, concerns were raised regarding backup

systems and data security. Some comments highlighted the

relevance of integrating more advanced tools, including

virtual labs or simulation environments, which would extend

the application of cloud services to research activities. These

reflections point to a demand for stronger technological

support in scientific work.

A recurring concern was the lack of user training. Several

respondents indicated that access to tools alone does not

guarantee effective use without proper training processes

tailored to the diverse profiles within the academic

community. Together, these qualitative insights reinforce the

quantitative findings and underscore critical dimensions that

should be addressed in future implementation strategies.

V. D

ISCUSSION

The results of this study demonstrate that cloud computing

has a significant impact on the modernization of educational

processes, particularly in terms of accessibility and

collaboration, as previously highlighted in studies on the

scalability and flexibility of this technology [28]. However,

the findings also reveal notable gaps in knowledge and

technological infrastructure that hinder its adoption—an

observation consistent with research emphasizing limited

connectivity and training as critical factors for effective

implementation [29].

The predominant use of tools such as Google Workspace

and Microsoft OneDrive highlights a preference for intuitive

and easily accessible platforms. This suggests that

technological solutions should prioritize simplicity and

functionality, as proposed in user-centered design approaches

aimed at encouraging technology adoption [30]. Similar

patterns have been observed in other developing countries

such as India and Uganda, where adoption is often driven by

availability and familiarity rather than strategic planning [15]

[14].

On the other hand, the lack of training—identified as the

main barrier in this study—aligns with findings that stress the

need for technological training programs within educational

institutions to maximize the use of digital tools [31]. In

addition, challenges related to limited connectivity and data

security underscore the importance of strengthening

technological infrastructure and ensuring compliance with

security and privacy regulations, as discussed in research on

the risks associated with cloud computing [32].

Although respondents recognized the benefits of cloud

computing, their open-ended suggestions indicated that its use

should be expanded into critical areas such as collaborative

research and administrative management. This supports the

idea that cloud computing is not only a technological tool, but

also a strategic catalyst for enhancing the efficiency and

competitiveness of universities, as emphasized in studies on

digital transformation in higher education [33].

Since the study presents relevant trends in the use of cloud

computing in higher education, it is important to acknowledge

that the results derive from a case study conducted at a single

institution (UTEQ). Therefore, the findings should be

interpreted as exploratory and may not fully reflect the

situation of the national university system. Nevertheless, the

patterns identified—particularly those related to training

deficits, tool usage, and infrastructure barriers—may serve as

valuable input for policymakers and institutional leaders.

These insights could inform the design of targeted strategies

at the national level, fostering equitable digital transformation

across Ecuadorian universities and serving as a foundation for

broader multi-institutional research efforts.

VI. C

ONCLUSIONS

Cloud computing represents a key technological solution

for modernizing Ecuadorian higher education, providing

accessibility, scalability, and collaboration across academic

and administrative processes. However, its adoption faces

significant challenges, including insufficient training and

limited connectivity, which must be addressed through

institutional policies and strategies.

Among the most relevant findings of this study is the

preference for tools such as Google Workspace and Microsoft

OneDrive, reflecting a clear inclination toward versatile and

collaborative platforms. Additionally, the need to improve

technological infrastructure and ensure data security

highlights the importance of a comprehensive approach to

cloud adoption.

Educational institutions must implement technological

training programs, invest in network infrastructure, and

establish clear strategies to promote cloud computing in key

areas such as research, distance education, and administrative

management.

This study was conducted exclusively at the Technical

State University of Quevedo. As a result, its findings reflect a

localized perspective and are not intended to represent the

entire Ecuadorian higher education system. Nonetheless, the

results provide a relevant baseline for future comparative

studies involving other institutions, and they contribute to the

broader understanding of digital transformation in similar

educational environments.

VII. F

UTURE WORK

Based on the findings of this study, several lines of action

are identified for future research to strengthen the integration

of cloud computing in Ecuadorian higher education. First, it is

recommended to conduct comparative analyses across various

universities in the country—both public and private—to

identify common patterns, best practices, and challenges that

differ according to geographic location, institutional size, and

level of technological development. Moreover, longitudinal

studies should be developed to evaluate the sustained impact

of cloud-based platforms on educational quality, student

academic performance, and administrative efficiency. These

studies must integrate both qualitative and quantitative

indicators to provide robust evidence for the design of

institutional policies.

Another important area for future work is the design and

implementation of continuous training programs aimed at

faculty, administrative staff, and students. Future research

could focus on assessing the effectiveness of these training

initiatives and identifying pedagogical methodologies that

facilitate the critical and creative appropriation of cloud

technologies. In addition, cybersecurity and data protection in

cloud-based educational environments should be prioritized.

Given the concerns expressed by a significant portion of

ISSN:1390-9266 e-ISSN:1390-9134 LAJC 2025

DOI:

LATIN-AMERICAN JOURNAL OF COMPUTING (LAJC), Vol XII, Issue 2, July 2025

10.5281/zenodo.15742042

G. J. Brito-Casanova, L. Llerena, and N. Rodríguez,

G. Brito-Casanova, L. Llerena, N. Rodríguez

“Cloud Computing in Ecuadorian Higher Education: A Case Study on

Use, Benefits, and Challenges at UTEQ”

Latin-American Journal of Computing (LAJC), vol. 12, no. 2, 2025.

respondents regarding privacy and information integrity, it is

essential to explore regulatory and technological solutions that

ensure user trust.

Finally, interdisciplinary projects should be encouraged

that link cloud computing with emerging fields such as

artificial intelligence, educational data analytics (learning

analytics), and the automation of academic processes. These

synergies can drive comprehensive transformation in

university management, teaching, and research, thereby

consolidating a model of higher education that is more

resilient, inclusive, and responsive to the challenges of the

21st century.

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ISSN:1390-9266 e-ISSN:1390-9134 LAJC 2025

LATIN-AMERICAN JOURNAL OF COMPUTING (LAJC), Vol XII, Issue 2, July 2025

AUTHORS

Geovanny José Brito Casanova has a degree in Systems Engineering

from the Quevedo State Technical University (UTEQ), where he is

currently a lecturer at the Faculty of Computer Science and Digital

Design. He holds a Master's degree in Development and Operations

(DevOps) from the International University of La Rioja (Spain) and a

Master's degree in Data Science from UTEQ.

During his academic training, he was recognized for his excellent

academic performance within his degree program and faculty, receiving

institutional distinctions and being awarded national and international

postgraduate scholarships. His academic and professional experience

focuses on the development and implementation of technological

solutions, particularly in the areas of education, data science and

cloud computing. He has collaborated as a reviewer for scientiﬁc

journals and has participated as a speaker in academic events with

national and international reach.. His research work covers topics

such as educational software, digital infrastructure, environmental

automation and the use of new technologies in educational processes.

He is currently involved in university research projects that focus

on data analysis, the development of digital environments and the

improvement of educational processes through technology.

Lucrecia Llerena completed her Ph.D. in Computer Science and

Telecommunications with CUM LAUDE distinction and also obtained

a Master's Degree in Research and Innovation in Information and

Communication Technologies (I2TIC), both from the School of

Engineering at the Universidad Autónoma de Madrid (UAM), Spain.

She also earned a Master's Degree in Distance and Open Education,

as well as a Bachelor's Degree in Systems Engineering, from the

Universidad Autónoma de Los Andes in Ecuador. She is currently a full

professor at the Faculty of Computer Science and Digital Design at

Universidad Técnica Estatal de Quevedo (UTEQ), where she has been

working since 2001. She has led several FOCICYT-funded research

projects and supervised undergraduate and postgraduate theses at

both UTEQ and the Universidad Estatal Península de Santa Elena

(UPSE). She has contributed to scientiﬁc publications indexed in high-

impact international journals. Her research interests focus on software

engineering, development processes, usability integration, intelligent

systems, and education in e-learning environments.

Geovanny Brito-Casanova

Lucrecia Llerena

G. Brito-Casanova, L. Llerena, and N. Rodriguez,

“Cloud Computing in Ecuadorian Higher Education: A Case Study on Use, Beneﬁts, and Challenges at UTEQ”,

Latin-American Journal of Computing (LAJC), vol. 12, no. 2, 2025.

ISSN:1390-9266 e-ISSN:1390-9134 LAJC 2025

LATIN-AMERICAN JOURNAL OF COMPUTING (LAJC), Vol XII, Issue 2, July 2025

AUTHORS

Nancy Rodríguez obtained her Master’s degree in Research and

Innovation in Information and Communication Technologies

from the Universidad Autónoma de Madrid (Spain), where she is

currently pursuing a Ph.D. in Computer and Telecommunications

Engineering. She has over ten years of professional experience

in software development and currently serves as a professor at

the Faculty of Computer Science and Digital Design at the State

Technical University of Quevedo (UTEQ) in Ecuador. She has taught

a variety of undergraduate and graduate courses, particularly in the

areas of programming, software engineering, databases, and web

technologies. Her academic work includes participation in FOCICYT-

UTEQ research projects, with a focus on intelligent systems, digital

education, and active aging technologies aimed at improving the

well-being of older adults. She has also been a speaker at national and

international conferences in the ﬁeld of educational informatics and

technology-enhanced learning. Her main research interests include

software development processes, usability in open-source systems,

e-learning environments, and massive open online courses (MOOCs).

Nancy Rodriguez

G. Brito-Casanova, L. Llerena, and N. Rodriguez,

“Cloud Computing in Ecuadorian Higher Education: A Case Study on Use, Beneﬁts, and Challenges at UTEQ”,

Latin-American Journal of Computing (LAJC), vol. 12, no. 2, 2025.