Between Customisation and Simplicity: A Student‐Led Comparative Study of <scp>MoodleCloud</scp> and Google Classroom in Higher Education

ABSTRACT This study explores the pedagogical implications of student‐led course design using two widely adopted freemium learning management systems ( LMSs ): MoodleCloud and Google Classroom . In a university‐level ICT module at Complutense University of Madrid, students were tasked with designing parallel virtual classrooms using both platforms. Through thematic analysis of structured group reflections, the study identifies key areas of contrast in terms of usability, customisation, collaborative tools, and instructional design flexibility. The findings reveal a pattern: while Google Classroom is perceived as intuitive and efficient, MoodleCloud is favoured for its pedagogical depth and modular customisation, despite a steeper learning curve. By positioning students as novice instructional designers, the study uncovers how LMS affordances shape digital pedagogy, learner agency, and course planning in higher education. The study contributes to research on comparative LMS evaluation by introducing a student‐as‐designer perspective, offering implications for educators, institutions, and technologists seeking to optimise platform selection and instructional design in hybrid or low‐resource settings.