The COVID-19 pandemic catalyzed large-scale Digital Transformation (DT) in education as a response to the unprecedented disruptions. Beyond this immediate adaptation, higher educational institutions (HEIs) worldwide are increasingly recognizing the need for strategic DT efforts. In the Indian context, the impetus for DT is further reinforced by the National Education Policy (NEP, 2020), which mandates the integration of digital technologies into the education system, thereby ensuring lasting change that necessitates a deeper understanding of the benefits and barriers. Existing literature exhaustively documents the benefits, but studies on the barriers are relatively sparse. A nuanced examination of these barriers is essential for developing a DT strategy, which is why this study draws inspiration from the perspective of HEI administrators who are pivotal to strategic decision-making. This qualitative study is grounded in two widely recognized frameworks: Technology-Organization-Environment (TOE) and Consumer Resistance to Innovations (CRI), alongside Task-Technology Fit (TTF). Data collected through semi-structured interviews with 23 HEI administrators was analyzed using Thematic Analysis. The study unravels six barriers, categorized into four dimensions: organizational, technological, functional, and psychological. Organizational barriers are related to leadership challenges; technological barriers include accessibility, affordability, and TTF; functional barriers stem from resistance to adopting new platforms, while psychological barriers are linked to breaking entrenched practices. Notably, the findings suggest that these barriers disproportionately affect academic processes compared to administrative processes. This study offers a strategic perspective and highlights the importance of addressing these challenges to ensure the effective and equitable implementation of digital solutions.
