Sarcouncil Journal of Humanities and Cultural Studies

Abstract: The fast drive to digital in American classrooms has led to the widespread adoption of Learning Management Systems (LMS) in K–12 and higher education. This review focuses on the connection between LMS platforms and e-heutagogy, which is a learner-centered, technology-enhanced strategy that emphasizes independence, skill development, and self-directed learning (SDL). The review illustrates how major LMS elements, including adaptive learning modules, self-assessment tools, and collaborative spaces, boost SDL outcomes, based on more than ten years of real-world and theoretical research. It highlights various issues and opportunities at different levels of education, such as inadequate infrastructure, concerns about justice, and inadequate preparation for development, as important impediments in K–12 education, compared to greater e-heutagogical alignment in higher education. From our analysis, we find that institutional variables like leadership, professional development, and digital infrastructure are vital for making things happen. However, concerns including digital literacy gaps, unequal access, and limited teacher support continue to remain problems. The review makes it obvious that inclusive LMS design concepts, such as Universal Design for Learning, mobile-first functionality, low-bandwidth accessibility, and multilingual support, are important to establish fair digital learning environments. In the end, it asks for continued teacher training and comprehensive institutional initiatives to make the most of LMS, which will help SDL and educational equity in a wide spectrum of U.S. classrooms.