Authors : Dr. Tamashwar Budhoo

Volume/Issue : Volume 11 - 2026, Issue 4 - April

Google Scholar : https://tinyurl.com/yhybxd5n

Scribd : https://tinyurl.com/2s38mx6k

DOI : https://doi.org/10.38124/ijisrt/26apr338

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This qualitative study explores Indigenous in-service teachers’ experiences with Moodle as a Learning Management System for professional development in Guyana’s hinterland regions. These communities face ongoing challenges, including geographic isolation, limited technological infrastructure, and restricted access to traditional face-toface training. Using semi-structured interviews and focus groups, the study investigates teachers’ perceptions of Moodle’s accessibility, usability, and cultural relevance. Results suggest that Moodle offers valuable opportunities for flexible, selfpaced learning and professional collaboration, improving access to training in remote areas. Nonetheless, its effectiveness is restricted by issues such as low digital literacy, unreliable internet connectivity, and limited alignment with Indigenous cultural contexts. The study emphasises the importance of culturally responsive design, targeted teacher support, and improved infrastructure to fully realise the benefits of digital learning platforms. Overall, the research underscores Moodle’s potential to promote equitable and inclusive teacher education in remote and underserved communities.

Keywords : Indigenous Education; Moodle; Learning Management System; Qualitative Study; Teacher Training; Hinterland Education; Digital Inclusion; Teacher Professional Development; Guyana; Culturally Responsive Pedagogy

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