This study was an attempt to scrutinize Iranian EFL stakeholders’ attitudes and knowledge of different types of educational management systems (EMS), namely learning management systems (LMSs), content management systems (CMSs), and Learning Content Management systems (LCMSs) in educational context. The participants’ main challenges and concerns regarding the integration of these new educational technologies in their classrooms were also investigated. To this end, 326 Iranian EFL stakeholders (i.e. 34 teacher trainers, 85 teacher educators, 10 language policy makers, and 196 EFL teachers teaching English at schools, universities, and private language institutes) were randomly selected to take part in the study. A researcher-made questionnaire was developed, validated and used to collect the required data. The analyzed data revealed that these three groups of participants were significantly different regarding their attitudes and familiarity with various types of EMSs; although, all of them indicated highly positive attitudes towards the application and integration of EMSs in their classrooms. It was further found that the participants’ attitudes and level of familiarity were drastically influenced by their educational degrees, age, and sex. This study has various implications for language teachers, practitioners, and policy makers.
