<![CDATA[The implementation of Learning Management Systems (LMS) in higher education has increasingly transformed pedagogical and administrative practices, yet the interpretive engagement of lecturers within early-stage digital infrastructures remains underexplored. This study investigates how lecturers engage with a newly implemented institutional LMS and examines its emergent role as a pedagogically embedded decision-support system. Adopting a qualitative interpretive design, data were collected through structured questionnaires and semi-structured interviews with lecturers actively utilizing the platform. The findings reveal that engagement unfolds as a layered socio-technical process encompassing negotiated familiarization, selective feature appropriation, administrative consolidation, and reflective pedagogical recalibration. While core functionalities such as attendance tracking and grading are widely institutionalized, advanced analytics and interaction features are appropriated unevenly, reflecting differentiated perceptions of system affordances. Importantly, the LMS does not deterministically reshape instructional practice; rather, it augments pedagogical judgment by expanding the informational environment within which lecturers operate. System-generated data function as supplementary inputs that inform, but do not replace, professional expertise. The study contributes to information systems scholarship by demonstrating that digital transformation in higher education emerges through dynamic interaction between technological infrastructure, institutional governance, and lecturer agency. Effective LMS integration therefore depends not only on technical deployment but on the cultivation of interpretive trust and strategic alignment with pedagogical objectives.]]>
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