The purpose of this research was to investigate students’ behavioral intentions toward a digital learning platform. In the framework of Thai education, an empirical study evaluated and applied the adoption model. The recommended research model was tested using structural equation modeling with a sample of 1406 students from every part of Thailand. According to the findings, the best facilitator for students’ recognition of using digital learning platforms is attitude (ATT), followed by internal factors such as perceived usefulness (PU) and perceived ease of use (PEU). Furthermore, technology self-efficacy (TSE), subjective norms (SN), and facilitating conditions (FC) are peripheral factors that enhance comprehension of a digital learning platform’s approval. These results are consistent with past research, with the exception that PU is the only factor that has a negative influence on behavioral intention. Consequently, this study will be useful to academics and researchers by bridging a research gap in the literature review whilst also demonstrating the practical application of an impactful digital learning platform relating to academic accomplishment.

With the emergence of the novel coronavirus disease 2019 (COVID-19) pandemic in 2020, educational institutions had to rapidly adapt from face-to-face to online learning to ensure continued education. Various digital learning platforms were tools for online teaching. Therefore, this study aimed to examine the acceptance of technology and behavioral intentions to use digital learning platforms of K-12. Toward this end, the study employed the technology acceptance model as a framework and was expanded with various variables, including technology self-efficacy, subjective norms, and facilitating conditions. An online questionnaire collected data from 519 K-12 teachers in Thailand. The structural equation modeling approach tested the proposed model. The results demonstrated that attitude and subjective norms significantly influenced behavioral intentions toward use, whereas perceived usefulness and ease of use directly influenced attitudes. Moreover, technology self-efficacy, subjective norms, and facilitating conditions influenced perceived ease of use. The findings can serve as a reference for teachers, school administrators, and policymakers in increasing the acceptance of digital learning platforms among future teachers.

Digital learning platforms have been used as teaching aids in many countries; however, their success factors are not well established in Thailand. The primary objective of this study was to identify and confirm the success factors to promote digital learning platforms in Thailand from instructors’ perspectives. The sample included 788 Thai instructors. The confirmatory factor analysis (CFA) method indicates a good fit of a four-factor model to the observed data. The CFA construct revealed four success factors in promoting digital learning platforms: education policy, online classroom management, online learning system, and training method. The results explain the influence each of the four factors. Finally, this paper proposes guidelines for the promotion of digital learning platforms.