From Gaps to Solutions: A KAT-Soft Framework Approach to LMS Design and Adoption in Latvian Higher Education
Abstract
Aim. This study develops and empirically validates the KAT-Soft framework—integrating the Kano Model, TAM, and AI-TPACK – as a systematic instrument for addressing critical gaps in LMS adoption, pedagogical effectiveness, and digital readiness within higher education institutions (HEIs) in Latvia. Methods. A sequential mixed-methods design combined qualitative and quantitative data from a total of 240 participants across Latvian HEIs. Data collection included semi-structured interviews, workshop-based prototype testing, in-class student surveys, and a Kano-structured online questionnaire statistically validated using JASP. The framework integrates three established models – the Kano Model, Technology Acceptance Model (TAM), and AI-TPACK– to evaluate, classify, and map 28 proposed LMS features. Results. Findings reveal persistent gaps in training, accessibility, AI readiness, and localisation across Latvian HEIs. The KAT-Soft analysis classified 68% of the proposed features as attractive, 14% as must-be, 11% as one-dimensional, and 7% as indifferent, confirming a strong innovation-oriented design. Conclusions. The three-phase, AI-gated rollout directly responds to stakeholder needs, prioritising ease of use, genuine usefulness, and native language support as foundational requirements for technology acceptance. Research Restrictions. This article addresses one specific research question from a broader PhD study. The complete LMS ecosystem, traditional versus digital learning practices, and the commercial prospects of the proposed model are reserved for subsequent publications. Cognitive Value. The primary contribution is the KAT-Soft framework – a transferable, evidence-based instrument that systematically evaluates, classifies, and prioritises LMS features. Grounded in empirical data from Latvian HEIs, it offers any institution a replicable process for selecting and implementing LMS platforms responsibly, aligned with stakeholder readiness, pedagogical values, and technology acceptance principles.