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