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.
Ajani et al. (Thu,) studied this question.