The aim of this study was to compare the technical and pedagogical architecture of SHAD with international systems, namely Google Classroom, Schoology, Moodle, and Edmodo. This study was conducted as a multi-method research with a qualitative orientation, combining semi-structured interviews with teachers (10 teachers), focus group interviews with teachers and experts (4 teachers and 4 technical experts and SHAD system support staff), and the scoping review (61 Iranian and international scientific reports). The findings show that, unlike SHAD, international systems support various operating systems and multiple languages, and demonstrate appropriate compatibility with all computer operating systems; moreover, not only is the frequency of technical problems in SHAD much higher than in the selected international systems, but it also suffers from weak connectivity with a wide range of applications. In terms of user interface design, SHAD lacks the necessary attractiveness and user-friendliness, and fails to provide a suitable platform for creating high-level learning experiences. Furthermore, in the field of collaborative learning, the levels of communication, interaction among different stakeholders, and the diversity of collaborative activities in international systems are much richer and more effective than the performance of SHAD. Finally, in the domain of assessment and evaluation, the SHAD system has insufficient coverage of a variety of modern evaluation approaches compared to international systems and demonstrates poor performance in this area. In general, transforming SHAD into an effective e-learning management system requires a serious upgrade to its technical and pedagogical architecture.