The integration of Learning Management Systems (LMS) within Technical and Vocational Education and Training (TVET) institutions has transformed instructional delivery, learner engagement, and institutional efficiency. However, disparities in effective usage persist due to varying technological, behavioral, and institutional determinants. This study develops an empirical model to evaluate the critical factors influencing LMS effectiveness in TVET environments. Grounded in the Technology Acceptance Model (TAM), Unified Theory of Acceptance and Use of Technology (UTAUT), and Information Systems Success Model, the study synthesizes behavioral, technical, and contextual determinants into a multidimensional analytical framework. Using a quantitative research design, the model incorporates constructs such as perceived usefulness, system quality, user satisfaction, technical support, and institutional readiness. The findings reveal that system interactivity, perceived ease of use, and organizational support significantly influence LMS effectiveness, while socio-cognitive factors moderate user engagement. The study contributes to theoretical advancement by integrating multiple acceptance frameworks and offers practical implications for optimizing LMS deployment in TVET institutions.

Learning Management Systems, TVET, Technology Acceptance, System Quality

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