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Background <p>Sustainable Development Goal 4 (SDG 4) aims to ensure inclusive and equitable education. The COVID-19 pandemic accelerated the adoption of Learning Management Systems (LMS) to sustain education. While LMS enhances accessibility and learning continuity, it also exacerbates digital inequities, pedagogical challenges, and disparities in learning outcomes. This review evaluates the role of LMS in achieving SDG 4, assessing accessibility, quality, and equity in education.</p> Methods <p>A systematic search across PubMed, Scopus, Google Scholar, and Web of Science included studies from 2020 to 2024. Inclusion criteria focused on LMS adoption in education aligned with SDG 4 indicators. A PRISMA flowchart guided study selection, with data synthesis combining narrative analysis and meta-analysis where applicable.</p> Findings <p>LMS adoption expanded educational access but widened the digital divide, affecting low-income and rural students. While LMS improved flexibility, engagement challenges persisted due to digital literacy gaps and inadequate teacher training. Pedagogical tools like interactive content and automated assessments enhanced learning outcomes but required institutional support. Equity concerns arose due to socioeconomic disparities and accessibility issues for students with disabilities.</p> Conclusion <p>Findings highlight LMS’s potential in advancing SDG 4 but emphasize the need for digital inclusion policies, teacher training, and infrastructure investments. Hybrid learning models combining LMS with in-person instruction could enhance educational effectiveness. Policymakers must bridge technological gaps and support educators to optimize LMS implementation. Long-term studies on LMS effectiveness, socio-economic impacts, and hybrid learning models are needed. Research should also explore LMS accessibility for special education and strategies to sustain student engagement. LMS supports education continuity but requires equitable access, pedagogical adaptation, and policy interventions to achieve SDG 4 effectively.</p>

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The impact of learning management systems stimulated by the COVID-19 pandemic on SDG 4 in Nigeria: quality education

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年6月23日

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  • Bolanle Modinat Biliaminu,
  • Mathew Folaranmi Olaniyan,
  • Christiana Damilola Odegbemi,
  • Odekunle Bola Odegbemi

摘要

Background

Sustainable Development Goal 4 (SDG 4) aims to ensure inclusive and equitable education. The COVID-19 pandemic accelerated the adoption of Learning Management Systems (LMS) to sustain education. While LMS enhances accessibility and learning continuity, it also exacerbates digital inequities, pedagogical challenges, and disparities in learning outcomes. This review evaluates the role of LMS in achieving SDG 4, assessing accessibility, quality, and equity in education.

Methods

A systematic search across PubMed, Scopus, Google Scholar, and Web of Science included studies from 2020 to 2024. Inclusion criteria focused on LMS adoption in education aligned with SDG 4 indicators. A PRISMA flowchart guided study selection, with data synthesis combining narrative analysis and meta-analysis where applicable.

Findings

LMS adoption expanded educational access but widened the digital divide, affecting low-income and rural students. While LMS improved flexibility, engagement challenges persisted due to digital literacy gaps and inadequate teacher training. Pedagogical tools like interactive content and automated assessments enhanced learning outcomes but required institutional support. Equity concerns arose due to socioeconomic disparities and accessibility issues for students with disabilities.

Conclusion

Findings highlight LMS’s potential in advancing SDG 4 but emphasize the need for digital inclusion policies, teacher training, and infrastructure investments. Hybrid learning models combining LMS with in-person instruction could enhance educational effectiveness. Policymakers must bridge technological gaps and support educators to optimize LMS implementation. Long-term studies on LMS effectiveness, socio-economic impacts, and hybrid learning models are needed. Research should also explore LMS accessibility for special education and strategies to sustain student engagement. LMS supports education continuity but requires equitable access, pedagogical adaptation, and policy interventions to achieve SDG 4 effectively.