The adoption of Learning Management Systems (LMS) has significantly reshaped educational practices, creating opportunities to enhance teaching and learning through digital platforms. Among the various LMS options, Canvas has emerged as a leading choice due to its diverse suite of Information and Communication Technology (ICT) tools. These tools include communication features, task management systems, gradebooks, discussion forums, and content delivery resources, all designed to promote interactive and efficient learning environments. With the increasing reliance on digital tools in education, this study investigated how lecturers in STEM (Science, Technology, Engineering, and Mathematics) disciplines utilise the ICT tools available on Canvas. Specifically, it examined the factors influencing their use of the platform and identified potential similarities and differences in usage across STEM disciplines.

Focusing on the STEM disciplines of engineering, mathematics, physical sciences, and biology—each with unique teaching demands—the study aimed to uncover any patterns and discipline-specific variations in Canvas usage. A mixed-methods approach was employed, combining quantitative data from a survey of 15 STEM lecturers with qualitative insights gathered through semi-structured interviews. This approach provided both an overview of usage patterns and a deeper understanding of how specific tools are applied in different STEM disciplinary contexts.

The findings revealed that while all STEM lecturers use Canvas for core activities like communication, content delivery, task management, and assessment, their tool preferences and frequency of usage vary significantly based on disciplinary needs. For example, lecturers in technical fields such as engineering and technology rely heavily on Canvas tools for assessment and performance tracking. These fields often require complex assessment methods, such as coding assignments and project evaluations, making tools like quizzes, assignment portals, and integrated grading systems indispensable.

In contrast, biology lecturers prioritise tools for content delivery and communication, using Canvas to efficiently share lecture notes, reading materials, and research articles. Similarly, mathematics lecturers focus on discussion boards and assignment tools to support problem-solving exercises and facilitate student engagement. While assessment and grading tools are used across disciplines, their importance relative to other features differs depending on the teaching context.

The study also highlights that familiarity with Canvas and confidence with digital tools influence usage patterns. Technologically proficient lecturers tend to utilise the platform’s advanced features more extensively, while those less familiar with Canvas often limit their use to basic functions, such as uploading course materials and making announcements. The study findings therefore, show that to maximise the potential of LMS platforms like Canvas, it is crucial to provide discipline-specific support and training that addresses diverse teaching needs. Empowering educators to leverage advanced tools while respecting their preferences can enhance both teaching efficacy and student learning experiences in STEM disciplines.

Keywords: LMS, Canvas LMS, ICT tools, STEM lecturers.