**8. Recommendations and implications for practice**

To increase the acceptance of the use of the Moodle LMS by STEM lecturers in lectures, some business aspects should be considered, for example, the establishment of some guidelines. The policy needs to be implemented for the minimal online presence of academics and students to improve the use of the platform. Moodle training should be mandatory for both students and academics to provide them with the basic skills to use it. In addition to the training sessions, user-friendly manuals for STEM students should be developed to guide LMS users. Additionally, it is important to promote the utility of the platform by recognizing and rewarding instructors who use the platform effectively and imaginatively in the teaching process. Recognition and reward can be determined by clear criteria for assessing the quality of students' pass rate or outcome after acceptance by lecturers. Another useful indicator would be to compare student scores before and after using the LMS, as well as student satisfaction reports before

and after implementing the LMS. In addition, the formative assessments should be submitted in each module on the online platform every semester. The Moodle platform should be used to track students' active participation on the platform and impose penalties on those who do not actively use the assessment and learning tools. Lack of access to devices should not be used as a barrier to consider e-learning as a viable option to discontinue learning. The connectivity challenge in rural areas should not be used as a reason to ignore the significant potential of e-learning as an enabler to access and advance education. The digital learning challenge should be prioritized to encourage the lecturers to use it always, while all academics should be advised to conduct at least 30% of their assessments on the online system to increase the usage of blended learning.
