Abstract
Purpose In any developing country, the critical benefits for ensuring proper utilization of e-government learning services have basically emerged from the integration of underlying processes - not only across different levels of government but also across different functions and agencies. The literature showed a notable lack of research to underline the limited use of e-government learning services in a university setting. Therefore, this study was conducted to examine students' intention to adopt e-government learning services in a developing country. Precisely, the existent to which reputation, social influence, information quality and system quality of e-government learning services would influence students' trust, perceived usefulness and perceived learning values was investigated. Design/methodology/approach The effect from these variables on students' intention to use e-government learning services was also investigated. A total of 406 questionnaires were collected and analyzed using partial least squares (PLS) modeling. Findings The results showed varying relationships between the study's variables. It is anticipated that understanding these relationships can predict future learning trends of e-government learning services use among university students, thus helping decision makers plan ahead, prioritize tasks and make better decisions. Originality/value Knowledge about students' intention to use e-government learning services is even useful for the implementation of other services by higher education institutions. This study also offers some implications for practitioners and researchers concerned about the application of e-government in students' learning development.