Original Research

Online admission systems in the educational sector: A scoping review

Patricia N. Ramoroka, Constance R. Mogase, Mmatshuene A. Segooa, Louise A. Brand

Received: 31 Mar. 2026; Accepted: 14 July 2026; Published: 14 Sept. 2026

Copyright: © 2026. The Authors. Licensee: AOSIS.
This work is licensed under the Creative Commons Attribution 4.0 International (CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/).

Abstract

Background: Online Admission Systems (OAS) are Internet-based platforms that are intended to improve efficiency, fairness and transparency of admissions processes and enable easy access to educational institutions. Nonetheless, several challenges, such as technical errors and user perceptions, remain issues in the education sector.

Objectives: This scoping review explored the broad existing literature on OAS in the education sector and identified factors influencing their successes.

Method: The scoping review was guided by the Joanna Briggs Institute methodology and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension of Scoping Review for reporting. Records were sourced from Google Scholar, ERIC, EBSCOhost, Science Direct, JSTOR, Elicit and Perplexity AI. A total of 18 records were analysed.

Results: This scoping review explored the existing literature on OAS in the education sector, identified the investigated factors influencing them and determined the Information Systems theories that have been applied in this domain.

Conclusion: There is a need for comprehensive evaluation approaches that account for identified factors influencing OAS in the Information Systems discipline in basic education. Future research should examine system stability, sustainability and social justice, while exploring the application of user-centred design principles to improve usability, accessibility and overall user experience.

Contribution: A theoretical contribution to the need for OAS theories and models in the field of Information Systems, and a practical contribution that will assist decision makers in the education sector in assessing whether OAS achieved their goals.

Keywords: online admission systems; online enrolment system; web-based application system; student online registration; e-admission; JBI; PRISMA-ScR.

Introduction

Information systems play an important role in improving organisational performance by enhancing efficiency, decision-making and service delivery (Renaldo et al. 2022). They are regarded as successful when there is user satisfaction and when systems function effectively in an organisation (DeLone & McLean 2003). One important category of such systems in the education sector is the Online Admission System (OAS), which automates student admissions processes and improves access, transparency and administrative efficiency. In South Africa, the education sector, as part of its digital transformation agenda, has implemented OAS as an e-government initiative aimed at improving access to education and promoting fairness in the admission process (Sontlaba, Kapepo & Van Belle 2024). These systems have become central to student admissions management, particularly in the public sector. The objective of OAS is to support applicants through functionalities such as real-time application tracking, access to school information and automated selection processes, which lessen administrative burdens while improving service delivery (Bantug, Luciano & Bauat 2021; Berro et al. 2025). The introduction of OAS has addressed several challenges, including reduced paperwork, improved turnaround times and enhanced administrative efficiency (Machado & Szerman 2021; Honey & Carrasco 2023; Lian 2024). Despite their increasing adoption, these systems operate within complex socio-technical environments characterised by diverse user capabilities, infrastructural constraints and policy considerations (Khangala 2024; Tefurukwa 2022). Prior studies have noted persistent challenges with OAS systems, including reliability issues, limited access to accurate information, inequitable access to digital resources and difficulties users experience when interacting with these systems (Khangala 2024; Sontlaba et al. 2024; Tefurukwa 2022; Venketsamy & Miller 2021). This suggests that the effectiveness of OAS cannot be understood solely in terms of system availability, but rather through a broader consideration of technological, organisational and user-related factors. Although a growing body of literature has examined OAS in the education sector, existing research remains fragmented across multiple domains. Studies have primarily focused on isolated aspects such as system adoption, usability, performance and user satisfaction (Berro et al. 2025; Makhenyane & Omoruyi 2021; Moshoeu & Bruhns 2025). While these studies provide valuable insights, they tend to address specific dimensions in isolation, with limited integration across technological, contextual and human factors. Furthermore, inconsistencies in how these factors are conceptualised, along with the limited application of established Information Systems theoretical frameworks, result in an incomplete and fragmented understanding of OAS as socio-technical systems. Given the fragmented and conceptually dispersed nature of the existing literature, a scoping review is considered appropriate for this study. Scoping reviews are particularly useful for mapping the breadth and nature of evidence within a field, especially where research spans multiple disciplines and lacks consolidation (Peters et al. 2020). In this study, a scoping review is used to systematically identify, map and synthesise existing research on OAS in the education sector, providing a structured overview of current knowledge, highlighting key themes, and identifying gaps for future research. In addition, a scoping review maps existing research, informs future studies and provides a foundation for subsequent systematic reviews (Segooa, Modiba & Motjolopane 2025; Veroniki et al. 2025). The objective is to explore the existing literature on OAS in the education sector, identify the investigated OAS factors in these systems and determine Information Systems (IS) theories that have been applied within this domain through a scoping review. This would contribute to the body of knowledge and assist decision-makers in the education sector in assessing whether OASs were successful in achieving their goals.

The aim of the study

This study aims to examine the existing body of literature on OAS in the education sector, identify the key factors influencing these systems and analyse the extent to which IS theories have been applied in this domain. By providing a comprehensive synthesis of the literature, the study contributes to a deeper understanding of OAS as socio-technical systems and offers insights to support future research and practice in the field of IS and educational technology.

Research methods and design

This scoping review followed the Population-Concept-Context (PCC) framework, recommended by the Joanna Briggs Institute (JBI) (Peters et al. 2020). The PCC framework helps to define the scope of the literature and guide the search process when the purpose of the study is to map existing evidence (Peters et al. 2015). Therefore, the PCC was used in this study to formulate research questions, guide the search strategy and set inclusion criteria. In the PCC elements, ‘P’ stands for population, ‘C’ for concept and the last ‘C’ stands for context (Hadie 2024). This framework has five stages, namely, framing the research questions, setting inclusion and exclusion criteria, identifying the relevant search terms, literature search using databases, and lastly, data extraction and charting, which involves presenting, analysing and discussing the findings (Kazi et al. 2021). The PCC JBI is aligned with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR) framework to ensure consistency and transparency in reporting (Peters et al. 2015). This study used the PRISMA-ScR flow chart to report the findings. It clearly shows how records were searched, selected and included in the study to ensure transparency and easy-to-understand reporting. Results were analysed and synthesised to present the study’s findings and recommend appropriate theoretical perspectives for future research in Information Systems and Informatics.

Stages in the application of the Population-Concept-Context Joanna Briggs Institute framework

Stage 1: Framing the research questions

Scoping reviews address broad research questions (Arksey & O’Malley 2005; Marebane & Mnkandla 2025; Vinnakota 2024). The PCC framework guided the development of the broad research questions by clearly defining the key elements of the review. The Population comprised educational institutions and their users, such as administrators and applicants. The Concept focused on OASs, including their characteristics, factors influencing them, and information systems theories or models used in previous studies, while the Context is the educational sector. By defining these three elements, the PCC framework ensured that the research question remained focused and relevant, while allowing the review to capture the breadth of available evidence on OASs in the education sector. Therefore, the PCC framework helped to formulate one main research question and three sub-questions to unearth the breadth and depth of the literature on OASs in the education sector, as discussed in the introduction section:

Main research question:

RQ: What is the current state of research on Online Admission Systems in the education sector?

Sub-research questions:

RQ1: How is research on Online Admission Systems in the education sector characterised?

RQ2: What are the factors that have been investigated in Online Admission Systems in the educational sector?

RQ3: What Information Systems theories have been applied in Online Admission Systems studies?

Stage 2: Setting inclusion and exclusion criteria (presented in Table 1)

The inclusion and exclusion criteria helped to identify which data would be extracted and presented looking at the population of the research study (Peters et al. 2015, 2020). Peer-reviewed articles, conference proceedings and online newspapers published between 2020 and 2025 were reviewed (Figure 1). The review considered records focusing on all dimensions of the OAS, including implementation, adoption, usage, evaluation, and studies aimed at measuring the success and sustainability of these information systems. It also examined issues such as system performance, usability and user satisfaction from the user’s perspective. Opinions, marketing documents, non-reviewed reports, departmental policies, legislation and government frameworks were excluded. Articles that focused on court proceedings related to problems with access to education for foreign learners were also excluded. The review excluded records or articles focusing solely on the development and design of the OAS. Lastly, records published prior to 2020 were excluded, as well as records published in languages other than English.

FIGURE 1: Adopted Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews Flow diagram.

Stage 3: Identifying the relevant search terms

The following Boolean operators were used to identify potentially relevant articles, ‘online admission system’ OR ‘online application system’ OR ‘electronic admission’ OR ‘school registration’ OR ‘university admissions’ OR ‘online registration’ OR ‘computerised selection system’ OR ‘computerized selection system’ OR ‘student enrolment system’ OR ‘student enrollment system’ OR ‘school acceptance system’ OR ‘school placement system’ AND ‘school’ OR ‘higher education’ OR ‘college’ OR ‘education sector’ OR ‘educational institutions’ OR ‘university’ OR ‘tertiary institution’. An additional search was conducted on 22 June 2026 using the following search terms: ‘e-admission’ OR ‘online student registration’ OR ‘centralized school admission system’ OR ‘digital admission system’ OR ‘web-based admission system’, using the same inclusion and exclusion criteria. The search terms were identified based on the objective of this study, which was discussed under the introduction.

Stage 4: Literature search using databases

Data search was conducted on 01 October 2025. An additional search was conducted on 22 June 2026. The databases selected for this scoping review were ERIC, EBSCOhost, ScienceDirect and JSTOR; Google Scholar (a search engine) and two AI platforms, Elicit and Perplexity AI (see Table 2). The identified databases and Google Scholar were considered appropriate because the review focuses on an interdisciplinary topic that draws from education, information systems, OASs, digital service delivery and user experiences in public educational institutions. ERIC was included due to its strong focus on education-related research. EBSCOhost and ScienceDirect were selected because they provide access to literature across multiple disciplines, including information systems, educational technology and digital service delivery. JSTOR was included to broaden the search on education and social science literature. Google Scholar was used as a supplementary source to identify additional relevant studies across different academic disciplines. Using multiple databases helped to broaden the scope of the search and minimise the possibility of excluding relevant evidence. Elicit and Perplexity AI were used because Elicit is generally more suitable for conducting formal literature reviews, as it is specifically designed to identify, analyse and synthesise academic research. Perplexity is more useful during the initial stages of a study, where researchers need to explore a topic, understand key concepts, identify relevant keywords and stay informed about recent developments in the field. Together, these tools supported this study in locating recent studies and understanding existing knowledge within the OASs in the educational sector.

Summary of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews flowchart

Identification

A total of 981 records were identified through Google Scholar (n = 278), JSTOR (n = 329), ERIC (n = 20), EBSCOhost (n = 203), ScienceDirect (n = 81), Elicit (n = 50) and Perplexity AI (n = 20). Records found were exported to the EndNote referencing tool. Thirty-five duplicates were identified and removed using the EndNote referencing tool. After removing these duplicates, 946 records remained for further screening.

Screening

The titles and abstracts of the identified records were screened. After screening 946 records, 916 were excluded. The records were excluded because they were not aligned with online admissions, online registrations or online acceptance in the education sector. Some focused on government policies; others focused solely on the development and design of OAS; others discussed online learning and e-payments of fees; and others were about online admissions in the health and hospitality sectors. Others were published prior to 2020. During the second phase or additional search (22 June 2026), we found others published in 2026, which were excluded as well.

Eligibility

Full texts assessed for eligibility were 30. The authors assessed whether records had research questions, clear methodology and theories used, and whether results were aligned with the research questions. After this exercise, 12 records were excluded for the following reasons: the body of these articles did not focus on OASs, some addressed school segregation, school records systems, and school management information systems, while others had incorrect dates. Additionally, some studies were not relevant to the study context, while others discussed court cases concerning the rights of foreign children to access schools in the South African context.

Stage 5: Data extraction and charting for analysis from selected articles (18)

Stage 5 aims to answer the main research question and three sub-questions framed in stage 1. In addition, Appendix 1 illustrates 18 selected records and how related they are to the study. No critical appraisal was included because the review aimed to map the available evidence rather than assess the methodological quality of the included studies (Peters et al. 2020). To address RQ1, ‘How is research on Online Admission Systems in the education sector characterised?’, to answer this question, the emphasis will be on the problems identified by selected studies, the methodology used and the type of institution that adopted OASs.

Table 3 presents a distribution of problems identified in OASs’ studies. The reviewed studies show that the literature has predominantly examined the implementation (S5, S6, S8, S10 and S11) and usage (S1, S2, S3, S5, S9, S12, S13, S16, S17 and S18) of OASs, with comparatively fewer studies investigating user-centred outcomes such as user acceptance (S1 and S7) and user satisfaction (S4). This indicates that the evidence has primarily addressed the operational use of these systems, and it highlights the need for further research that evaluates users’ experiences and the longer-term performance of these systems. Furthermore, research methodologies and methods used in OAS are predominantly quantitative (S1, S4, S7, S9, S13, S16 and S18), as compared with other methods. This suggests that research should move beyond cross-sectional surveys towards mixed-methods, longitudinal and design science approaches that can examine causal relationships, system evaluation and long-term value realisation. The results also show few studies in basic education (primary and secondary level) (S2, S6 and S15) compared with higher institutions. Therefore, there is a need to investigate other dimensions such as success, sustainability and effectiveness of OAS in basic education settings, where unique institutional, infrastructural and socio-economic challenges may influence system outcomes. This would expand the body of knowledge and support evidence-based decision-making for school admission systems. Overall, the results show that many education systems are turning to digital admissions to improve access and efficiency.

RQ2: What factors influence the Online Admission Systems in the education sector: The reviewed studies identified several factors that were investigated on OASs across different educational contexts. These factors reflect the technological, organisational and user-related characteristics that shape the operation of OASs and users’ experiences during the admission process (see Table 5):

• System usability and Ease of use (S1, S2, S15, S3, S18) were among the most frequently reported factors. The reviewed studies indicate that users are better able to complete admission tasks when systems are simple to navigate, easy to understand and require minimal effort to use. User-friendly systems reduce confusion, support efficient completion of admission activities and improve users’ overall experience.
• System reliability and performance (S2, S6, S18) were consistently identified as important factors. The studies indicate that systems are expected to operate consistently, respond promptly and remain available throughout the admission period. Frequent failures, slow response times, lack of network infrastructure capacity, or interruptions may delay admission activities and reduce users’ confidence in the system.
• Information quality, accuracy of information and relevance of information (S1, S3, S4, S18) were identified as important factors in the reviewed studies. Users depend on accurate, complete, relevant and up-to-date information when completing admission processes. The evidence suggests that poor-quality information may lead to misunderstandings, incorrect applications and processing delays.
• Service quality and Technical support (S2, S4, S5, S18) refers to the support available to users during the admission process. The reviewed studies indicate that timely technical assistance and responsive support services help users resolve challenges and continue using the system effectively. Limited support may increase user frustration and interrupt admission activities.
• ICT infrastructure (S6, S14) was identified as an important factor supporting the operation of OAS. The reviewed studies highlight the importance of reliable and robust Internet connectivity, appropriate technological resources and stable network environments. Inadequate infrastructure may limit access to the system and affect the delivery of online admission services.
• Accessibility, Digital inclusion and Availability (S2, S3, S6, S18) were identified as important considerations. The reviewed studies indicate that users should be able to access the system whenever required and through available digital technologies. Improving accessibility supports wider participation in online admission processes and reduces barriers for users with different levels of digital access.
• Security and privacy (S17, S18) were recognised as important factors because these systems process sensitive personal and educational information. The reviewed studies indicate that protecting user information and maintaining confidentiality contribute to users’ confidence in the system and encourage trust during the admission process.
• Automation and process efficiency (S2, S5, S15; S17, S18) were identified as factors that improve the administration of online admissions. The reviewed studies indicate that automating routine activities simplifies admission procedures, reduces processing time and supports more efficient handling of applications.
• Transparency and fairness (S6) were identified in one study as important characteristics of OAS. The evidence suggests that clearly communicated admission procedures and consistent application of admission requirements promote users’ confidence and improve their understanding of the admission process.
• User satisfaction (S1, S2, S15 S16, S18) reflects users’ overall perceptions of the OAS. The reviewed studies indicate that positive experiences with different aspects of the system contribute to higher levels of satisfaction, while negative experiences may reduce users’ confidence in the admission process.
• User training and user readiness (S2, S4, S15; S18) were identified as factors that support effective use of these systems. The reviewed studies indicate that appropriate training prepares users to interact confidently with the system, reduces operational difficulties and improves their ability to complete admission activities successfully.
• Decision-support and Expert system capability (A10) was identified in one study. The evidence suggests that decision-support functions assist administrative users by providing guidance during admission processes, supporting consistent decision-making and improving the management of admission activities.
• Error reductions (S3, S4) were identified as an important factor in the reviewed studies. The evidence indicates that they reduce mistakes during admission processes by improving the accuracy and consistency of information processing, thereby supporting more reliable admission records.
• Timeliness, user interface quality and communication with users (S18): One study identified user interface quality as an important factor. The evidence indicates that timely processing, clear interface design and effective communication (S5 and S11) help users complete admission activities efficiently while remaining informed about the progress of their applications.
• Language inclusivity (S6) was identified in one study as an important consideration for these systems. The evidence suggests that providing system interfaces and admission information in languages users understand improves accessibility and enables a broader range of applicants to participate effectively in the admission process.
• System quality was mentioned by studies S4 and S18. S14 evaluated user satisfaction, while S18 proposed a framework to assess OAS in the context of South Africa.

While these findings highlight key factors influencing OAS, they further indicate that most studies examine factors in isolation. For instance, usability was studied separately from infrastructure, user satisfaction was studied independently of user readiness, and technical performance was studied separately from equity and access concerns. This calls for investigating how these factors interact and influence system effectiveness and success. Additionally, there is limited focus on promoting equity and inclusion for rural communities, marginalised groups and applicants with limited digital literacy, a significant gap, particularly in South Africa and other developing countries.

RQ3: What Information Systems (IS) theories have been used in Online Admission Systems studies?: A range of theoretical and analytical approaches were used in the selected studies. Established Information Systems theories such as the Technology Acceptance Model (TAM) (S1 and S7) and the DeLone and McLean model (D&L) (S4 and S18) were represented in the reviewed studies. The results further indicate that research on OASs in the education sector largely focuses on factors influencing these systems rather than applying established Information Systems theories, frameworks and models, with most theoretical perspectives being drawn from disciplines outside Information Systems and Informatics. The review further demonstrates that OAS outcomes are not determined solely by system functionality but by the interaction of technological (S2, S4, S18, S5, S8, S12, S13 and S17), human (S1, S2, S3, S4, S6, S7, S9, S12, S14, S17 and 18) and organisational factors (S3, S4, S5, S6, S11, S14, S15, S18). This highlights the need for future studies to employ socio-technical and Information Systems theories to better explain OAS effectiveness, adoption, sustainability and success. However, these studies were useful and important for this scoping study, which aims to unearth the literature on OAS.

Stage 6: Discussion

The findings reveal that the adoption (Makhenyane & Omoruyi 2021; Khangala 2024; Mvula 2021) and implementation (Anarado & Okafor 2021; Pant 2022; Khangala 2024; Pagay-Cierva 2024) of these systems in the education sector are not a major challenge. Usage (Firdaus 2025; Bantug et al. 2021; Berro et al. 2025; Gilbas et al. 2025; Mina et al. 2021; Uska, Wirasasmita & Fahrurrozi 2020; Villafuerte 2023) was the most common problem area associated with OAS in the education sector. More studies are needed to investigate usage in these systems, including other dimensions such as evaluating, assessing and measuring the success and sustainability of these systems, which were underrepresented. Furthermore, methodological concerns were less prominent in the reviewed studies; however, the findings suggest a need for more research using pragmatic approaches. In addition, the studies were conducted in various disciplines, compared to Information Systems and Informatics. The findings also reveal that most studies focused on OAS in higher education institutions, particularly universities, while basic education at primary and secondary school levels remains underrepresented. The findings from Table 4 indicate that some factors were reported across several studies, while others appeared less frequently, suggesting a constantly changing emphasis in the literature. Factors such as system usability and ease of use (Firdaus 2025; Berro et al. 2025; Gilbas et al. 2025; Makhenyane & Omoruyi 2021; Moshoeu & Bruhns 2025), system reliability and performance (Mina et al. 2021; Moshoeu & Bruhns 2025), information quality (Kurniastuti et al. 2025; Moshoeu & Bruhns 2025), service quality (Kurniastuti et al. 2025; Moshoeu & Bruhns 2025) and technical support (Firdaus 2025; Kurniastuti et al. 2025; Moshoeu & Bruhns 2025; Pagay-Cierva 2024) were among the factors reported by multiple studies. This shows that the literature consistently highlights the importance of systems that are easy to use, reliable, capable of providing accurate information and supported by appropriate technical support. The findings differed regarding information quality. Moshoeu and Bruhns (2025) reported that information quality was positively associated with both user satisfaction and behavioural intention; in contrast, Kurniastuti et al. (2025) found that information quality was associated with system use but not with user satisfaction. These studies also differed in their findings on service quality; Moshoeu and Bruhns (2025) reported that service quality was associated with user satisfaction but not with behavioural intention. While Kurniastuti et al. (2025) found that service quality was associated with both system use and user satisfaction. These information systems need a robust ICT infrastructure to function effectively (Khangala 2024; Mvula 2021). Accessibility, digital inclusion and availability (Gilbas et al. 2025; Khangala 2024), security and privacy (Uska, Wirasasmita & Fahrurrozi 2020) and process efficiency (Makhenyane & Omoruyi 2021; Pagay-Cierva 2024; Moshoeu & Bruhns 2025; Uska, Wirasasmita & Fahrurrozi 2020) suggest that these factors and a technological environment in which an OAS operates, together with secure access are recognised as important consideration across different educational settings. User satisfaction was seen as the most important factor in OAS; the implementation of these information systems would fail without this factor (Berro et al. 2025; Fachrizal & Jasmina 2024; Moshoeu & Bruhns 2025; Uska, Wirasasmita & Fahrurrozi 2020). User training and user readiness ensure the smooth adoption, implementation and use of OAS (Kurniastuti et al. 2025; Makhenyane & Omoruyi 2021; Moshoeu & Bruhns 2025). Gilbas et al. (2025) indicate that a clearer, simple and accurate OAS will minimise confusion and errors. Collectively, these factors indicate that the literature considers both user-related aspects and system capabilities when examining OAS. While user satisfaction and training were reported in more than one study, decision-support capability was identified in one study, suggesting that it has received comparatively less attention. Finally, transparency and fairness Khangala (2024), communication with users (Anarado & Okafor 2021; Pagay-Cierva 2024), and language inclusivity (Khangala 2024) were reported by individual studies. However, they broaden the understanding of OAS by highlighting aspects related to equitable access, communication, interface quality and language support. It was also mentioned that the Short Message Service (SMS) Notification feature enables instant communication and updates, allowing users to receive prompt responses (Anarado & Okafor 2021; Pagay-Cierva 2024). Overall, the evidence demonstrates that the literature considers OAS from multiple perspectives, encompassing system characteristics, information, service provision, technological resources, user-related factors and operational processes. Established Information Systems theories, frameworks and models were not well represented, where studies that discussed TAM (Berro et al. 2025; Lian 2024) and D&L (Kurniastuti et al. 2025; Moshoeu & Bruhns 2025) emerged on a small scale. Differences were observed in the findings related to IS constructs. Furthermore, this study acknowledges emerging perspectives such as human rights and the Human Rights framework in the South African context (Khangala 2024). This perspective is crucial as it aligns with important elements of OAS such as equitable access, fairness, transparency and the realisation of the right to education, particularly in public basic education. Regarding information quality, Moshoeu and Bruhns (2025) found that information quality positively influences user satisfaction, whereas found that information quality positively influences system use, but not user satisfaction. Differences were also identified in the findings on service quality, (Moshoeu & Bruhns 2025) found that service quality does not significantly influence behavioural intention, whereas Kurniastuti et al. (2025) found that system quality positively affects user satisfaction. There were also contradictions on user satisfaction. Moshoeu and Bruhns (2025) found that user satisfaction does not significantly influence behavioural intention or actual system use. In contrast, Berro et al. (2025) found that user satisfaction has a significant positive influence on intention to use the online enrolment system. However, similar findings were reported for perceived ease of use. Berro et al. (2025) found that perceived ease of use positively influences perceived usefulness and satisfaction but does not directly influence intention to use. Likewise, Lian found that perceived ease of use positively influences perceived usefulness.

Limitations

Restricted access to subscription-based databases resulted in the omission of some relevant studies, which may have offered different perspectives. Additionally, the review included only articles published in English, excluding relevant literature published in other languages. Policy reports were not systematically searched, potentially leading to the exclusion of relevant non-peer-reviewed evidence. Furthermore, according to Vinnakota (2024), JBI scoping reviews do not necessarily assess the methodological quality of studies; rather, they focus on mapping evidence. Therefore, quality appraisal of 18 included studies was not included.

Conclusion

In conclusion, the current state of the literature on OAS in the education sector indicates that more educational institutions are moving from the traditional method of processing learner admissions to online platforms. More studies focused on the implementation and usage of these systems. Across the 18 reviewed studies, dimensions such as assessing and measuring the sustainability, continuity and success of these information systems were not extensively studied. Gilbas et al. (2025) noted that the sustainability and success of these systems must be examined to ensure continuous adaptation and to enhance user-friendliness, efficiency and alignment with user expectations and needs. This can be expanded further using other Information systems success models, plus the integration of the technology acceptance theories or models to incorporate the evaluation of usage. This is especially relevant in cases where the system has been in operation for 5 years or more. The results again showed the need for more studies in basic education rather than in higher institutions. It is also found to be crucial for future studies to investigate the stability of these systems (Gilbas et al. 2025), and the link between OAS and social justice perspectives (Khangala 2024). Furthermore, this study identified key factors influencing OAS in the education sector. Therefore, this study recommends that future research map all identified factors with existing Information Systems theories, frameworks and models because they reflect concepts that are consistent with the theoretical focus of the information systems. The mapping can assist with the development, testing and validation of conceptual models as well as the formulation and testing of hypotheses.

The mapping can be as follows:

• System usability, reliability, information quality, timeliness accuracy, service quality, security, ease of use, user satisfaction, user interface quality, timeliness can be aligned with the DeLone and McLean Success model (D&L). D&L success model helps to measure the success and impact of an information System (DeLone & McLean 2003).
• ICT infrastructure, functional suitability, process efficiency, decision-support capability, user training, technical support, accessibility and security can be aligned with the Task-Technology Fit (TTF). Task-Technology Fit is a technology post-adoption theory focusing mainly on relationships between the information system and the tasks it aims to support (Vendramin, Nardelli & Ipsen 2021).
• User readiness can be aligned with the Unified Theory of Acceptance and Use of Technology (UTAUT). Unified Theory of Acceptance and Use of Technology is used to explain users’ intentions to adopt an information system and their subsequent system use (Venkatesh et al. 2003).

Systematic literature reviews can also be conducted focusing on the key factors identified in this study.

This study underscores the need for more Information Systems theories, frameworks and models to underpin the theory, specifically in the field of Information Systems and Informatics. This study recommends that user-centred design principles be prioritised in the development and improvement of OASs. This includes simplifying application processes, improving interface design, providing clear instructions and ensuring intuitive navigation to improve usability and support positive user experiences. Lastly, the study recommends that a human rights perspective be considered when examining OASs to better understand how these systems influence equitable access, fairness, transparency and the right to education, particularly within public basic education.

Acknowledgements

The authors acknowledge the heavenly Father for the strength, wisdom and perseverance to complete this study. We further appreciate the Faculty of Research and Innovation for organising the article-writing research retreat, which provided support in the preparation of this article, not forgetting the critical reader in the workshop, Dr E. Rankapola. Lastly, we thank Mr S. Marebane for the scoping review workshop he conducted in 2025.

The authors declare that they have no financial or personal relationships that may have inappropriately influenced them in writing this article.

Patricia N. Ramoroka: Conceptualisation, Data curation, Formal analysis, Investigation, Methodology, Project administration, Resources, Visualisation, Writing – original draft, Writing – review & editing. Constance R. Mogase: Project administration, Supervision, Writing – review & editing. Mmatshuene A. Segooa: Methodology, Supervision, Writing – review & editing. Louise A. Brand: Supervision, Writing – review & editing. All authors reviewed the article, contributed to the discussion of results, approved the final version for submission and publication, and take responsibility for the integrity of its findings.

Ethical clearance to conduct this study was obtained from the Tshwane University of Technology Human Research Ethics Committee (Ref. No. HREC2025-08-001 [ICT0]).

This research received no specific grant from any funding agency in the public, commercial or not-for-profit sectors.

The data that support the findings of this study are available from the corresponding author, Patricia N. Ramoroka, upon reasonable request.

The views and opinions expressed in this article are those of the authors and are the product of professional research. They do not necessarily reflect the official policy or position of any affiliated institution, funder, agency or that of the publisher. The authors are responsible for this article’s results, findings and content.

References

Appendix 1