<![CDATA[Background: Meaningful student engagement in digital learning remains a persistent challenge in higher education. Although Learning Management Systems (LMSs) provide essential technological infrastructure, system availability and usage do not necessarily translate into sustained behavioural, emotional, and cognitive engagement. This limitation suggests that students' psychological resources in digital learning environments require more theoretical attention. Objective: This conceptual paper develops an integrative framework explaining how LMS quality may influence multidimensional student engagement through Psychological Capital (PsyCap), comprising hope, self-efficacy, resilience, and optimism. Theoretical Approach: The framework integrates the DeLone and McLean Information Systems Success Model, Social Cognitive Theory (SCT), and the Job Demands-Resources (JD-R) framework. Drawing on these complementary perspectives, we conceptualise LMS system, information, and service quality as environmental resources that strengthen students' psychological capacities, while PsyCap functions as an internal personal resource that facilitates meaningful engagement with digital learning. Propositions: The paper proposes that (1) LMS system quality, information quality, and service quality positively contribute to students' PsyCap; (2) PsyCap positively influences behavioural, emotional, and cognitive engagement; and (3) PsyCap mediates the relationship between LMS quality and multidimensional student engagement. The framework therefore positions student engagement not as a direct technological outcome, but as a process through which digital resources interact with students' psychological resources. Theoretical Contribution: The paper extends existing LMS and student engagement literature by connecting information-system quality with learner psychology through an integrated environmental–personal resource perspective. It further identifies PsyCap as a theoretically meaningful mechanism for explaining why comparable LMS environments may produce different levels of student engagement. The proposed framework provides a foundation for future empirical testing and advances a human-centred perspective on digital learning design.]]>
