aspg-27-4384-1792226002 20261017083322 American Scientific Publishing Group admin@americaspg.com American Scientific Publishing Group International Journal of Artificial Intelligence and Education Technology IJAIET 2835-2432 2026 5 1 Tariq Saali American University in the Emirates, United Arab Emirates Tassawar Kamran Global College of Engineering and Technology, Muscat, Oman The rapid institutionalisation of online and hybrid delivery models in higher education has left instructors and academic administrators managing a fragmented landscape of dedicated learning management systems, video conferencing platforms, and collaborative productivity suites that overlap substantially in function but differ markedly in pedagogical affordance. Selecting a platform or combination of platforms is consequential for instructor workload, student engagement, and learning outcomes, yet the evidence base for such decisions remains limited to narrow singleplatform evaluations or anecdotal comparisons. This paper presents a systematic multi-dimensional comparative evaluation of four widely adopted platforms—Microsoft Teams, Blackboard, Canvas, and Zoom—drawing on original survey data from 284 instructors and 642 students across five higher education institutions. Nine evaluation dimensions are examined: content delivery, real-time collaboration, assessment and feedback, usability, technical reliability, student engagement support, accessibility, analytics and reporting, and third-party integration. Quantitative analyses include one-way analysis of variance across all nine dimensions, Bonferroni post-hoc comparisons, Pearson correlation analysis, and multiple regression modelling of the predictors of instructor overall satisfaction. Canvas achieves the highest composite scores for usability, analytics, and integration; Blackboard leads on assessment and reporting depth; Microsoft Teams leads on real-time collaboration; and Zoom leads on content delivery in synchronous sessions but performs poorly on the asynchronous dimensions where dedicated learning management systems are strongest. The paper synthesizes findings into a platform selection framework and eight evidence-based recommendations for practitioners designing or evaluating technology-enhanced teaching environments. 2026 43 57 4384 https://creativecommons.org/licenses/by/4.0/ 10.54216/IJAIET.050105 https://americaspg.com/journal/27/article/4384 https://americaspg.com/storage/articles/manuscripts/01M32HYNAA86E50995NKWTWXEJ.pdf