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The adoption of Learning Management Systems (LMS) in Higher Education Institutions (HEI) offers a transformative potential to enhance educational quality, operational efficiency, and cost-effectiveness while promoting sustainable digital transformation. However, resistance to LMS implementation often undermines these benefits. Initial perceptions of an Organizational Change Readiness (OCR) play a crucial, as they shape attitudes and behaviors, often resulting in rumors, disengagement, and resistance. The objective of the study is to explore how attributes of change, leadership support, internal organizational context, and attributes of change targets impact OCR in the context of LMS implementation. Drawing from organizational change management and information systems literature, this study examines key factors influencing these early perceptions within LMS initiatives. A cross-sectional survey was conducted with 316 university personnel across seven public universities and three private colleges. Data were analyzed using partial least squares, revealing that vision clarity, change appropriateness, top-management support, project champion effectiveness, and organizational flexibility explaining 75% of the variance in perceived OCR. Conversely, factors such as change efficacy, organizational history of change, organizational conflicts, and group self-efficacy demonstrated limited influence. These findings underscore the importance of aligning LMS initiatives with institutional goals, fostering sustainable digital practices, and enhancing policy frameworks to facilitate smooth adoption. This study provides actionable insights for promoting sustainable educational transformation in HEIs, particularly in contexts where traditional teaching methods prevail and resistance to technological change is common.
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