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<p>This study addresses the need for sustainable digital practices in education by examining the sustained adoption of Learning Management Systems (LMSs) among K–12 teachers in the post-pandemic era. Specifically, it investigates how perceived complexity and organizational support interact to shape LMS adoption, extending the Diffusion of Innovation (DOI) framework by adding teacher-level and contextual factors often overlooked in prior research. A survey was conducted with 253&#xa0;K–12 teachers. Using structural equation modeling (SEM) and moderation analyses, the study explored how perceived complexity and organizational support are associated with LMS adoption. It also examined the moderating roles of job rank and school location. Perceived complexity showed a positive association with LMS adoption, particularly among teachers in rural schools who showed stronger adoption despite challenges. Organizational support, however, showed a significant negative association with LMS adoption, particularly among lower-ranked teachers, who reported more negative adoption behaviors in response to these support structures. The findings highlight the importance of differentiated, participatory support strategies that involve teachers meaningfully and consider their positionality and local context. Educational leaders should craft policies and interventions that address the unique needs of teachers across job levels and school locations, promoting sustainable LMS use through collaboration, and context-sensitive solutions. By enriching the DOI framework and centering teacher experiences, this study offers a nuanced, context-aware understanding of sustainable LMS adoption in today’s shifting educational environment.</p>

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Toward sustainable digital innovation in education: Contextualizing LMS adoption through perceived complexity, organizational support, and teacher positionality in the post-pandemic era

  • 期刊论文

  • 发表日期：

    2026年3月14日

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  • Hsueh-Hua Chuang,
  • Miraluna D. Singco,
  • Ju-Hui Wei

摘要

This study addresses the need for sustainable digital practices in education by examining the sustained adoption of Learning Management Systems (LMSs) among K–12 teachers in the post-pandemic era. Specifically, it investigates how perceived complexity and organizational support interact to shape LMS adoption, extending the Diffusion of Innovation (DOI) framework by adding teacher-level and contextual factors often overlooked in prior research. A survey was conducted with 253 K–12 teachers. Using structural equation modeling (SEM) and moderation analyses, the study explored how perceived complexity and organizational support are associated with LMS adoption. It also examined the moderating roles of job rank and school location. Perceived complexity showed a positive association with LMS adoption, particularly among teachers in rural schools who showed stronger adoption despite challenges. Organizational support, however, showed a significant negative association with LMS adoption, particularly among lower-ranked teachers, who reported more negative adoption behaviors in response to these support structures. The findings highlight the importance of differentiated, participatory support strategies that involve teachers meaningfully and consider their positionality and local context. Educational leaders should craft policies and interventions that address the unique needs of teachers across job levels and school locations, promoting sustainable LMS use through collaboration, and context-sensitive solutions. By enriching the DOI framework and centering teacher experiences, this study offers a nuanced, context-aware understanding of sustainable LMS adoption in today’s shifting educational environment.