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- Digital transformation in higher education has positioned Learning Management Systems (LMS) as vital platforms for student learning and academic engagement. However, in rural university contexts, LMS adoption by students is shaped not only by access to technology, but also by deeper cultural and ethical dynamics. This study explores how cultural factors and ethical concerns, particularly data privacy and algorithmic biasaffect students’ adoption and utilization of LMS in rural South African universities. Guided by the Technological Pedagogical Content Knowledge (TPACK) and Unified Theory of Acceptance and Use of Technology (UTAUT) frameworks, the research draws on mixed-methods data to investigate how students interact with LMS under conditions of infrastructural limitation, sociocultural complexity, and digital vulnerability. The findings reveal that students’ acceptance and sustained use of LMS platforms are closely tied to performance expectancy, facilitating conditions, and perceived ease of use, in line with UTAUT. However, cultural relevance, language barriers, and distrust in how personal data are used significantly moderate these perceptions. From a TPACK perspective, students are more engaged when content is designed in a way that aligns with their lived experiences and is delivered through culturally responsive digital pedagogy. Ethical concerns, particularly regarding algorithmic profiling and lack of transparency in LMS analytics, further influence students’ sense of safety and inclusion. The study argues that effective LMS integration for rural students requires more than just functional accessit demands ethical sensitivity, cultural alignment, and pedagogical intentionality. By situating student experiences within TPACK and UTAUT frameworks, the research offers a holistic understanding of LMS adoption, calling for institutional strategies that honour student agency, protect digital rights, and support equitable participation in the digital learning ecosystem.
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- This case study explored the challenges associated with the use of Learning Management Systems (LMS) to enhance teaching and learning within a rural university setting, with a focus on the University of Zululand in South Africa. Based on Technological Pedagogical Content Knowledge (TPACK) and Unified Theory of Acceptance and Use of Technology (UTAUT) research frameworks, the research sought to analyse how undergraduate students perceive LMS integration throughout their academic experience across all levels and faculties. A qualitative research design utilizing focus group interviews with 50 students from four faculties: Education, Humanities and Social Sciences, Commerce and Law, and Science, Agriculture and Engineering was chosen. The results indicated a number of ongoing barriers to effective use of LMS: the patchy nature of internet connectivity at the university, the absence of training in digital skills, limited interaction with lecturers on the platform, and over-reliance on the conventional modes of teaching. Besides, students expressed that the LMS was being passive and was merely used for keeping materials rather than promoting collegial engagement and collaborative learning. Recommendations include up-skilling staff in digital pedagogy, student support initiatives in digital literacy, and investment in digital infrastructure by the university. This research adds to existing efforts toward educational technology in under-resourced spaces by placing rural student voices at the forefront of discussions in the field. It indicates that the conditions required for the adoption of LMS at the higher education level should be informed by theory while ensuring that they are grounded in the context.
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- This study investigates the role of Learning Management Systems (LMS) in promoting equitable and accessible learning for undergraduates at rural universities, specifically at the University of Zululand, KwaDlangezwa campus. Using a mixed-methods design, we administered surveys to 500 students and conducted focus group interviews with 50 students. Quantitative findings indicate that LMS platforms enhance students’ perceived access to course materials and peer collaboration, with 72% reporting improved engagement. Qualitative data reveal persistent challenges: intermittent internet connectivity, limited digital literacy, and curricula insufficiently tailored to local contexts. To address these barriers, we propose a four-pronged optimisation framework grounded in the Technological Pedagogical Content Knowledge (TPACK) and Unified Theory of Acceptance and Use of Technology (UTAUT) models. First, implement low-bandwidth LMS interfaces and offline resource modules to mitigate connectivity issues, aligning with TPACK's emphasis on technological integration. Second, embed targeted digital-skills training within orientation programmes, addressing UTAUT's factors of facilitating conditions and user competence. Third, co-create culturally relevant content with local stakeholders to foster relevance and ownership, reflecting TPACK's pedagogical and content knowledge integration. Fourth, strengthen institutional support through dedicated LMS champions and technical helpdesks, enhancing UTAUT's social influence and support structures. Our findings underscore that while LMS can substantially broaden access and equity in rural higher education, realising their full potential demands integrated infrastructural, pedagogical, and community-centred strategies. Policymakers and university leaders should thus adopt holistic approaches that marry technological solutions with capacity-building initiatives. Future research might evaluate the long-term impact of these optimisations on student success metrics and explore scalability across diverse rural contexts.
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