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The purpose of this study was to identify the status of using crowdsourcing to develop information services through the Twitter platform and to determine the factors affecting such usage.

A qualitative action research approach was employed to achieve the objectives of the study and to provide answers to the research questions. The effectiveness of using crowdsourcing technique for improving information services has been explored through five procedural stages: diagnostics, action planning, action taking, evaluation and determined learning. Three tools were used to collect data: open interviews, content analysis of the sampled accounts on Twitter and users' perceptions regarding information services.

The results of the study revealed that crowdsourcing was not used in the development of information services per se, but it has been used for other purposes. The results also revealed that several factors influenced the adoption of using crowdsourcing to develop information services, including factors related to the institutional trust in crowds' capabilities, the nature of service and type of the needed development, and finally, the platform used to conduct crowdsourcing. The results of the action research proved that using crowdsourcing to develop information services could be effective.

The study suggests a model that can be used to test changes implemented in organizations, especially regarding adoption of crowdsourcing as a framework to achieve the objectives of the institution, particularly in the planning processes.

This research paper produces new knowledge through using a qualitative action research approach to understand the potential of social media in crowdsourcing. There have been no similar studies conducted in the region for the specified research design. The results add to the level of learning and raise awareness within the research community regarding the effectiveness of using crowdsourcing via social media platforms to improve the efficiency of information services.

This study aims to address the existing knowledge gap by investigating teachers’ adoption of ChatGPT for educational purposes. The study specifically focuses on identifying the factors that motivate and inhibit teachers in adoption of ChatGPT in higher education institutions (HEIs).

This research has used interpretative phenomenological analysis – a qualitative approach. Through in-depth interviews among the teachers, data was collected to identify the motivating and inhibiting factors that impacted teachers’ willingness to adopt ChatGPT. The data was collected from 48 teachers working across HEIs of Uttarakhand region in India.

The analysis revealed seven themes under motivating factors that encourage teachers to adopt ChatGPT for their educational purposes. These include time factor, tool for competitive edge, learning enhancement tool for students, research facilitator, benefits in educational settings, troubleshooter and easy to use. On the other hand, inhibiting factors comprise five themes, which include technical difficulties, limited features for educational and research purposes, tool for handicapping innovation and creativity, lack of personal touch and ethical considerations.

The findings will be valuable for HEIs in establishing policies that promote the appropriate and effective use of ChatGPT. Moreover, the study provides recommendations to ChatGPT solution providers for improving ChatGPT services for effective adoption of ChatGPT among teachers and implementation at HEIs. Further, it contributes to the body of literature by filling a knowledge gap about teacher adoption of ChatGPT in the HEIs. Through qualitative research, the study has pinpointed specific motivating and inhibiting factors that affect teacher adoption of ChatGPT.

Unlike previous studies that primarily explored the potential advantages and drawbacks of ChatGPT in education, this research study delves deeper into the topic. It makes a substantial contribution to our understanding of ChatGPT adoption among teachers by identifying distinct factors that either motivate or inhibit teachers from adopting ChatGPT for job related purposes. The study provides novel insights that were previously mislaid, thereby introducing a fresh perspective to the existing literature