Assessing the Feasibility of Implementing a Learning Management System (LMS) in Senior High Schools (SHS) in the Cape Coast Metropolis: Infrastructure, Readiness, and Challenges

Abstract

This study evaluates the feasibility of implementing Learning Management Systems (LMS) in Senior High Schools (SHS) within Cape Coast Metropolis, Ghana, by examining infrastructure readiness, digital literacy, and policy barriers. Given the ongoing challenges in digital education, especially in under-resourced settings, the study adopts a mixed-methods approach combining quantitative surveys and qualitative interviews. The findings reveal significant infrastructure deficits, including unreliable internet connectivity and power supply, which hinder LMS adoption. Additionally, both teachers and students demonstrate moderate digital literacy, though teachers report higher readiness levels for LMS integration. Institutional and policy barriers, such as inadequate training, lack of technical support, and limited funding, further complicate LMS deployment. This study fills a critical gap by providing localized insights into the challenges and opportunities for LMS adoption in resource-constrained environments. The results highlight the need for a phased approach to LMS integration, prioritizing infrastructure improvements, comprehensive teacher training, and policy reforms. By offering evidence-based recommendations, the study contributes new knowledge on scalable, context-specific strategies for enhancing digital learning in Ghana and similar developing regions. The study also emphasizes the policy implications for informed decision-making in resource allocation and educational technology implementation.