<![CDATA[The implementation of Learning Management Systems (LMS) in higher education institutions continues to increase in line with the growing demand for flexible digital learning, with the assumption that LMS is an easy-to-use platform that will be naturally accepted by lecturers. This study aims to analyze the factors that influence the adoption of LMS among lecturers at higher education institutions in Eastern Indonesia. This study uses a quantitative cross-sectional survey. The research instrument, comprising 25 items classified into five constructs —Constructivist Pedagogical Beliefs, Traditional Pedagogical Beliefs, Perceived Ease of Use, Perceived Usefulness, and LMS Use —was administered to lecturers at a private university in North Sulawesi. Using the Partial Least Squares-Structural Equation Modeling approach, this study incorporates the Technology Acceptance Model with a constructivist and traditional pedagogical belief orientation. The results show that three of the eight variables significantly influence LMS usage. The findings indicate that constructivist pedagogical beliefs and perceived usefulness have a significant influence on LMS adoption, whereas traditional pedagogical beliefs do not have a significant impact. These results have practical implications for universities in designing training policies and strategies to optimize LMS usage.]]>
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