The adoption of Learning Analytics (LA) in higher education has the capacity to improve teaching, learning, and administrative decision-making. Nonetheless, its execution in South African institutions of higher education is constrained by numerous technological, institutional, and socio-cultural obstacles. This research examines the determinants affecting the adoption of Learning Analytics in South African higher education institutions. The research employs a mixed-methods methodology and the Information Systems frameworks to examine the technological readiness, organisational capacity, and environmental forces influencing LA adoption. Qualitative data obtained from stakeholders’ interviews are triangulated with quantitative survey data from various institutions to discern trends and obstacles. The results disclose essential insights into infrastructural deficiencies, stakeholder viewpoints, and policy limitations, while emphasising strategies to promote effective adoption. The research enhances the existing knowledge on educational technology adoption and offers practical recommendations for increasing Learning Analytics integration to enhance institutional efficiency and student achievement.