Factors influencing E-learning use for driver’s license renewal in Thailand: A digital inclusion perspective

Digital public services can reduce time and place barriers, but their public value depends on citizens’ ability to complete digital procedures successfully. This study examined factors associated with reported use of Thailand’s Department of Land Transport online training for driver’s license renewal and their implications for inclusive public-service delivery. A cross-sectional survey of 320 previous users was analyzed using descriptive statistics, Pearson correlations, and multiple regression. All four predictors were positively associated with system use (r = .497–.578). The regression model was significant, F(4, 315) = 79.419, p < .001, explaining 50.2% of the variance (adjusted R² = .496; RMSE = .869). Technology self-efficacy had the largest standardized coefficient (β = .284), followed by digital literacy (β = .251), access to technology (β = .206), and facilitating conditions (β = .164). Collinearity diagnostics were acceptable (VIF = 1.41–1.68), and all predictors retained unique explanatory value. The findings indicate that online availability alone does not ensure digital inclusion; citizens also require practical access, digital capability, effective support, and confidence in completing online tasks. Because the study was cross-sectional and included only prior users, findings should be interpreted as associations with reported use rather than causal effects or determinants of initial adoption.