ABSTRACT This study explores the critical factors influencing E-learning satisfaction in digital education environments in Punjab, Pakistan, a region marked by significant disparities in educational accessibility. E-learning has emerged as a crucial tool for addressing educational gaps, particularly in areas with limited traditional infrastructure. A survey of 250 students across primary, secondary, and tertiary education levels from urban and rural areas, both public and private institutions, this research provides a comprehensive analysis of diverse E-learning experiences. The study employs a conceptual framework encompassing six dimensions: student characteristics, instructor behaviors, course content, technology use, design quality, and environmental influences. Using detailed statistical analysis through SPSS, key determinants of E-learning satisfaction were identified, with instructor responsiveness, course flexibility, and technological usability emerging as the most significant factors. Interestingly, student computer anxiety was found not to significantly affect satisfaction, indicating growing digital literacy among learners. The study also highlights disparities in technology integration based on gender, geographical location, and type of institution, emphasizing the need for tailored educational strategies. This research provides actionable insights for policymakers and educational institutions to enhance E-learning systems, ensuring they meet the diverse needs of students and contribute to reducing the digital divide in Punjab.
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