Exploring Academic Engagement with Learning Management Systems in Higher Education: A Case Study from the Developing World

Higher Education Institutions (HEIs) are widely recognised as key contributors to a country's economic development. In many developing countries, there are typically two or more HEIs, most of which acknowledge the pivotal role of Information and Communication Technology (ICT) in advancing teaching and learning, and in driving digital transformation within the education sector. The onset of the COVID-19 pandemic in 2020 underscored the critical importance of technology in sustaining education delivery. Institutions lacking Learning Management Systems (LMS) were compelled to close temporarily and reassess their digital readiness and integration strategies. This study aimed to investigate the use of LMS by academic staff as a means to support digital transformation in HEIs. A qualitative research methodology was employed, guided by the Unified Theory of Acceptance and Use of Technology (UTAUT) and the Diffusion of Innovation (DOI) theory as the theoretical frameworks underpinning LMS adoption and use. Findings revealed that a significant number of academic staff members lacked confidence in using LMS platforms, despite institutional mandates for their adoption. This hesitancy may be attributed to inadequate training, as evidenced by the data in Figure 4.10, which shows that only 15 out of 24 staff members had received formal training in LMS usage.