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This paper aims to examine the state of research on the symbiotic relationship between knowledge management and learning management systems in advancing the mutual strategic agenda of the two initiatives in higher education institutions (HEIs), so as to uncover the themes that have been studied, identify gaps in the existing studies and suggest future areas of research work.

The study adopted systematic literature review (SLR), in which 64 articles published between 2010 and 2022 were identified and analyzed.

Whereas the review revealed some focus areas that have been researched, it also found that only few studies have explicitly explored the symbiotic relationship between knowledge management and learning management systems, with fewer articles exploring this relationship finding their way to mainstream journals. Thus, the findings showed that examination of the interlink between knowledge management and learning management systems in HEIs is still less explored and has multiple possibilities for future research with potential benefits to the higher education industry.

Although different SLRs exist separately in the fields of knowledge management and learning management systems, there seem to be no reviews on the interconnection between the two fields in the context of HEIs. Additionally, this review offers insights into future research avenues for theory, content and context of interplay between knowledge management and learning management systems in HEIs.

The purpose of this study is to identify the factors that influence the willingness of Saudi Arabian students from four universities in Saudi Arabia, to adopt learning management systems (LMSs). This will be accomplished by using two popular technology acceptance models unified theory of acceptance and use of technology (UTAUT) and theory of planned behavior (TPB).

In total, 445 undergraduates from four Saudi educational institutions participate in filling out the study questionnaire. To investigate the correlations between the variables, the study used structural equation modeling for data analysis.

The results of the study show that effort expectancy (EE), subjective norm (SN), attitude toward behavior (ATB) and perceived behavioral control (PBC) are found to be substantially connected with their intentions to use (ITU) LMSs. The findings also show that there is a strong relationship between students’ intentions and their actual use of LMSs.

Like many studies, this research has some limitations. The primary limitation is that the findings of the study cannot be extrapolated to other settings since the report’s analysis and investigation were limited to four Saudi universities. Therefore, to generalize the study’s findings, similar research needs to be conducted in other Gulf and similar cultural universities.

The integrated model identifies key factors that influence the intent of Saudi Arabian students to use LMS, including EEs, social influence, ATB and PBC. This model can help develop solutions for the obstacles that prevent students from using LMS. The findings can be used to provide assistance to increase the likelihood of LMS acceptance as part of the educational experience. The model may also inspire further research on this topic in the Gulf nations, particularly in Saudi Arabia.

As none of the relevant studies conducted previously in Saudi Arabia has integrated the two models to study the students’ ITU LMSs, this study combines two major theories, TPB and UTAUT, in the context of Saudi Arabia, contributing to the field of technology use in education by expanding empirical research and providing a thorough understanding of the challenges associated with the use of LMS in Saudi universities. This study should be viewed as filling a crucial gap in the field. Moreover, this integrated model, using more than one theoretical perspective, brings a thorough comprehension of the barriers that hinder students’ adoption of LMSs in the academic context in Saudi Arabia and thus assists in making effective decisions and reaching viable solutions.

The purpose of this study is to examine the effect of extrinsic aspects of the technology acceptance model, namely, information quality, functionality, accessibility, user interface design, system quality, functionality, facilitating conditions and computer playfulness as well as intrinsic aspects, namely, perceived self-efficacy, enjoyment and learning goals. orientation on perceived usefulness and perceived ease of use in the context of the learning management system (LMS) as a system to support employee learning and development. This study also analyzes the effect of perceived ease of use on perceived usefulness and analyzes the effect of these two variables on the intention to adopt a LMS. This study included 3,205 respondents who are employees of banking companies in Indonesia and who used the LMS for their learning and self-development needs during the COVID-19 pandemic.

This research is a quantitative study that uses online surveys to collect data and partial least squares statistical tools to analyze survey data.

The results showed that accessibility alone had no effect on perceived usefulness and perceived ease of use, while enjoyment had no effect on the intention to use LMS and perceived ease of use and functionality had no effect on the intention to use LMS.

This research focuses on the concept of technology acceptance with extrinsic and intrinsic aspects. This research context involves employees working in the banking sector with the adoption of the LMS.

LMS in banking companies can be optimized by providing online training and reducing the operational costs of employee training. By using LMS, companies can offer online courses to employees and track progress in distance learning, become a learning choice and information dissemination during the pandemic and also support future business continuity.

This study focuses on testing the technology adoption model on LMSs in the banking sector by adding extrinsic aspects, namely, system quality, facilitating conditioning, computer playfulness and user interface design, and combining intrinsic aspects, namely, perceived self-efficacy, enjoyment and learning goal orientation.

The study aims to assess the effectiveness of engaging tutors in designing and using ICT integrated lesson activities in strengthening their pedagogical use of ICT competences.

Survey data from an intervention group of 70 tutors from two teachers colleges (TCs) were used to compare their level of ICT competences and domains of professional practice before and after the intervention. Document analysis, lesson observations and feedback from the learning management system (LMS) were used to describe tutors’ experiences from the intervention.

There was a statistically significant increase in tutors’ level of pedagogical use of ICT competences and domains of professional practice associated with hands-on practice in designing and implementing the intervention.

The intervention focus on hands-on practice, actual teaching and learning needs, and the use of active learning strategies like flipped classroom and the LMS, were useful means for tutors to make sense of pedagogical use of ICT competences.

The results offer useful insights to teacher education institutions and policymakers on how to prepare professional learning and supportive policies to enhance teaching and learning with ICT for addressing the learning needs of the subject matter.

Creating 16 ICT integrated lesson activities helped tutors to learn pedagogical use of ICT competences by doing. Use of such intervention could be a useful strategy in teacher education institutions to reposition ICT competence development from reproducing technological competences toward developing knowledge creators who could innovate their pedagogical practice with support from mentors, digital learning resources and networks.

Student attritions in tertiary educational institutes may play a significant role to achieve core values leading towards strategic mission and financial well-being. Analysis of data generated from student interaction with learning management systems (LMSs) in blended learning (BL) environments may assist with the identification of students at risk of failing, but to what extent this may be possible is unknown. However, existing studies are limited to address the issues at a significant scale.

This study develops a new approach harnessing applications of machine learning (ML) models on a dataset, that is publicly available, relevant to student attrition to identify potential students at risk. The dataset consists of the data generated by the interaction of students with LMS for their BL environment.

Identifying students at risk through an innovative approach will promote timely intervention in the learning process, such as for improving student academic progress. To evaluate the performance of the proposed approach, the accuracy is compared with other representational ML methods.

The best ML algorithm random forest with 85% is selected to support educators in implementing various pedagogical practices to improve students’ learning.

The paper identifies and explores the perspectives of middle school educators regarding the benefits and challenges of an ongoing, emerging school–university partnership. Over five years, professors at one comprehensive, Midwestern university, formed a partnership with a local middle school. While progress has been made to develop the partnership, the authors recognized a lack of shared governance (Essential 7). In particular, they were unsure the partnership was mutually beneficial. The authors interviewed teachers, the principal, assistant principals, guidance counselors, the instructional coach and the youth service center director to gain their perspectives on the partnership.

The authors used an intrinsic, evaluative case study to examine educators perceptions of the benefits and challenges of the partnership (Guba & Lincoln, 1981; Patton, 2002). This approach was used because within this bounded system the authors have an interest in obtaining information to help improve the program and partnership.

Results suggest the partnership was beneficial in a number of ways including hiring of and offering fresh ideas to teachers. Educators also felt there were many benefits for university candidates. Challenges included scheduling, technology access and candidate disposition. Implications are discussed.

Inherent within the research methodology, researchers’ inclusion in the data collection process may affect participants responses.

Researchers discuss the implications of this work, including the role of hiring candidates and clear articulation of a mission for the partnership.

This work adds to research on school site stakeholders’ perspectives on the value of school–university partnerships and includes teachers and the schools’ entire leadership team.

This study aims to delve into the perspectives of educators on integrating ChatGPT, an AI language model into management education. In the current research, educators were asked to talk as widely as possible about the perceived benefits, limitations of ChatGPT in management education and strategies to improve ChatGPT for management education. Also, shedding light on what motivates or inhibits them to use ChatGPT in management education in the Indian context.

Interpretative phenomenological analysis commonly uses purposive sampling. In this research, the purpose is to delve into educators’ perspectives on ChatGPT in management education. The data was collected from the universities offering management education in Uttarakhand, India. The final sample size for the study was constrained to 57 educators, reflecting the point of theoretical saturation in data collection.

The present study involved educators discussing the various advantages of using ChatGPT in the context of management education. When educators were interviewed, their responses were categorized into nine distinct sub-themes related to the benefits of ChatGPT in management education. Similarly, when educators were asked to provide their insights on the limitations of using ChatGPT in management education, their responses were grouped into six sub-themes that emerged during the interviews. Furthermore, in the process of interviewing educators about potential strategies to enhance ChatGPT for management education, their feedback was organized into seven sub-themes, reflecting the various approaches suggested by the educators.

In the qualitative study, perceptions and experiences of educators at a certain period are captured. It would be necessary to conduct longitudinal research to comprehend how perceptions and experiences might change over time. The study’s exclusive focus on management education may not adequately reflect the experiences and viewpoints of educators in another discipline. The findings may not be generalizable and applicable to other educational disciplines.

The research has helped in identifying the strengths and limitations of ChatGPT as perceived by educators for management education. Understanding educators’ perceptions and experiences with ChatGPT provided valuable insight into how the tool is being used in real-world educational settings. These insights can guide higher education institutions, policymakers and ChatGPT service providers in refining and improving the ChatGPT tool to better align with the specific needs of management educators.

Amid the rising interest in ChatGPT’s educational applications, a research gap exists in exploring educators’ perspectives on AI tools like ChatGPT. While some studies have addressed its role in fields like medical, engineering, legal education and natural sciences, the context of management education remains underexplored. This study focuses on educators’ experiences with ChatGPT in transforming management education, aiming to reveal its benefits, limitations and factors influencing adoption. As research in this area is limited, educators’ insights can guide higher education institutions, ChatGPT providers and policymakers in effectively implementing ChatGPT in Indian management education.

When the repercussions of COVID-19 were being absorbed by the world, the higher educational institutions (HEIs) were conceiving of strategies to run educational institutions on remote basis too, including the challenges linked with the teaching–learning as well as the management and other departmental needs. Leaning itself on the teaching–learning tectonic shifts amid the COVID-19 climes, the study reviews the status of “readiness” of the HEIs in Oman while bearing this in mind that the usage of information and communications technology (ICT) for distance learning and conventional learning has been considered as one of the parameters to judge the “quality” of the HEIs in Oman.

Documentary analysis alongside an in-depth reading of the quality audit reports sourced from the Oman Academic Accreditation Authority, which are publicly accessible are being referred for driving home the arguments in the study.

The study concludes that despite the case being in favor of distance learning from early on, the same doesn’t get reflected in the conclusions derived in the research conducted for assessing the teaching–learning mechanisms during the COVID-19 period. Therefore, the HEIs’ “readiness” in terms of ensuring the smooth transitioning to the remote learning pedagogical arrangements for meeting the challenges of the COVID-19 wasn’t efficacious.

The present study may be followed up with an understanding as to how the HEIs of Oman need to incorporate the perspectives of all the concerned stakeholders for the refurbishment of the teaching–learning process, especially in times of contingencies.

Apart from the policy-makers, the management of the HEIs of Oman needs to appreciate the need to be proactive and appreciative of the inclusion of ICT tools and techniques in the mainstream pedagogical settings.

Notwithstanding the emphasis upon the preparedness and readiness for tackling the challenges posed by the COVID-19 for the HEIs in Oman, no study has attempted to delve into the issue succinctly—the present study fills this gap.

Since there is lack of studies in determine factors that affecting enjoyment sentiment when using online learning system, this study aims to explore the antecedents of perceived online learning enjoyment by using extended technology acceptance model (TAM) and its effect on behavioral intentions (BIN) among higher education institutions students.

The research framework was empirically evaluated using a cross-sectional research design and the data was collected from 715 undergraduate students from public higher education institutions in Malaysia using an online survey method. A structural equation modeling using partial least square method was used to examine the hypothesized model.

The results of partial least squares structural equation modeling indicated that the main predictive variables of TAM along with the extended variables were significantly influence the perceived online learning enjoyment. Meanwhile, the analysis also identified that perceived online learning enjoyment can significantly generate positive BIN for using online learning platforms as well as it also plays as a significant mediator role.

This study has significant implications for higher education institutions that wish to develop online learning environment for their students by providing answers to higher education institutions on how to successfully use the learning management system to assist students' learning performance from the aspect of online learning enjoyment sentiment.

This study is remarkable because it is the first attempt to explore the effect of these five predictors on students' learning enjoyment toward online learning platforms and subsequently on BIN to use this learning platforms, especially in the context of Malaysian higher education system. It is also unique in the way to extend the use of TAM predictive variables with others variables to produce more informative results about the study. Hence, this study also has a new contribution in the literature in the domain of digital learning.

The objective of this study is to investigate the key determinants affecting the acceptance and utilization of Blackboard as a Computer-Assisted Language Learning (CALL) platform among Saudi university students pursuing English as a foreign language (EFL) courses.

Understanding how to engage EFL students in their learning requires identifying the factors that influence their acceptance and use of CALL tools, particularly on Blackboard's LMS platform. This study proposes and validates a research framework that predicts students' behavioral intentions and usage of CALL by utilizing the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) by Venkatesh et al. (2012). This research model provides insight into the various drivers that impact CALL acceptance via Blackboard LMS. The study's findings demonstrate UTAUT2's superior ability to address the fear of technology adoption and provide valuable insights into the factors that influence technology intention and usage.

The study's findings indicate that performance expectancy, social influence, effort expectancy and price value significantly affect the attitudes of EFL students toward using CALL. The habit factor was the most robust predictor of behavioral intention and technology use, indicating that CALL usage can become automatic for students and improve their engagement in EFL learning. The study highlights the importance of providing better technical and organizational support to EFL students who want to use CALL more effectively. The theoretical and practical implications of the study's findings are thoroughly discussed.

Understanding how to engage EFL students in their learning requires identifying the factors that influence their acceptance and use of CALL tools, particularly on Blackboard's LMS platform. This study proposes and validates a research framework that predicts students' behavioral intentions and usage of CALL by utilizing the UTAUT2 by Venkatesh et al. (2012). This research model provides insight into the various drivers that impact CALL acceptance via Blackboard LMS. The study's findings demonstrate UTAUT2's superior ability to address the fear of technology adoption and provide valuable insights into the factors that influence technology intention and usage.