A systematic review of factors influencing learning management system usage in higher learning institutions across the East African Community

In this digital era, the use of learning management systems in education as an attempt to improve teaching and learning delivery has become a central concern. Despite significant investment in Information Communication and Technology (ICT) infrastructure, higher learning institutions across the East African Community continue to face diverse challenges that hinder full utilization. This study was guided by the Unified Theory of Acceptance and Use of Technology (UTAUT) and Technology-Organization-Environment (TOE) framework to present a systematic review of literature published between 2015 and 2025, focusing on the most critical factors influencing Learning Management System usage in the East African Community. The literature was identified through six electronic databases guided by the Reporting Items for Systematic Reviews and Meta-Analyses framework; 92 academic articles were identified and critically analyzed. The results revealed that 28 studies primarily focused on Kenya. The Technology Acceptance Model was the dominant model employed, and students were the main subject of studies. Moreover, the quantitative approach was the preferred design. Overall, thirty-nine factors were identified. The study concludes that the East African Community requires a multi-dimensional approach combining continuous training, supportive policies, and robust ICT infrastructure, including high-speed internet connectivity and strengthened mobile technology. This review will be useful for future research and higher education decision-makers who plan to use online learning to overcome the challenges they face in utilizing LMS effectively. The study was limited to link usage and learning outcomes; therefore, future work should employ stronger designs, incorporate lecturer and administrator perspectives, and integrate multi-level theories to link usage with learning outcomes.