Continuous usage is crucial for ensuring the longevity of technological advancements. The success of e-government is contingent upon its ongoing use, rather than its initial acceptance. Nevertheless, there has been a dearth of scholarly research on the ongoing use of e-government services. The objective of this study was to identify the primary factors that influences the continued use of e-government services in Indonesia. The research model was created by integrating both Expectation Confirmation Model and Technology Acceptance Model, two theories that are frequently employed in the adoption of technology. The data was obtained by administering an online survey to 217 Indonesian citizens who had previously utilized the Online Citizen Aspiration and Complaints Service (LAPOR) e-Government services. The results indicate that perceived ease of use had a substantial impact on citizen satisfaction and perceived usefulness. In contrast to previous research conducted in the context of e-Government, it was found that perceived usefulness did not have a significant correlation with the intention to continue using the system. The most significant predictor of continued intention to use was citizen satisfaction. Surprisingly, satisfaction was more significantly influenced by perceived ease of use than perceived usefulness. The implications of these findings are elaborated upon.

The advent of the COVID-19 pandemic has precipitated a paradigm shift in education, marked by an increasing reliance on technology and virtual platforms. This study delves into the post-pandemic landscape of Islamic higher education at the State Islamic Institute of Palangka Raya, Central Kalimantan, Indonesia, focusing on students’ readiness, attitudes, and interests toward sustained engagement with e-learning. A cohort of 300 students across all semesters of Islamic Education partook in the investigation. Utilising Structural Equation Modelling, the study gauged students’ preparedness, perceptions, and inclinations toward online learning. Results indicate a general readiness among students for online learning, with a pivotal role attributed to technological devices and internet connectivity. Positive attitudes toward online learning were prevalent, with flexibility and accessibility emerging as significant advantages. Moreover, students showed keen interest in online learning, valuing its technological advancements, affordability, and intellectually challenging nature. These findings highlight the digital transformation of traditional teaching methods among Islamic higher education students, who are typically known for their emphasis on direct interaction in teaching and learning. Their receptivity to innovative learning modalities and adaptability to the digital era’s difficulties highlight the need for educational institutions to leverage this enthusiasm. Comprehensive online learning platforms, robust technological support, and a conducive learning environment are advocated to empower Islamic higher education students in navigating the digital landscape and perpetuating their pursuit of knowledge and enlightenment.