Digital learning platforms for classroom teaching: Perceptions of teachers and students in Thailand's smart learning initiative

Digital learning platforms (DLPs) are increasingly integrated into classroom teaching; however, empirical evidence examining how different educational stakeholders perceive platform quality within the same implementation context remains limited, particularly in public-sector and non-Western settings. This study investigates teachers' and students' perceptions of key DLP quality dimensions within Thailand's Smart Learning Project, a localized digital education initiative implemented in lower secondary schools. A quantitative survey design was employed. Data were collected using a structured questionnaire developed from established digital learning and educational technology literature. After data cleaning, responses from 755 students and 49 teachers were retained for analysis. Exploratory Factor Analysis (EFA), reliability testing, and descriptive statistics were conducted to examine perceived platform quality across four shared dimensions: system capacity, content quality, learning support, and learners' self-assessment. The findings indicate that while both groups perceived the platform positively across all dimensions, students prioritized usability, feedback mechanisms, and self-assessment tools, whereas teachers emphasized content structure, instructional alignment, and interaction-supporting features. These differences reflect the distinct functional roles and expectations of learners and instructors within digital classroom environments. This study contributes to educational technology research by providing a comparative, stakeholder-oriented analysis of DLP quality perceptions within a context-specific innovation initiative. The findings offer implications for user-centered platform design, institutional implementation strategies, and future research on digital learning in secondary education. • Investigates stakeholder perceptions of digital learning platform quality in secondary education. • Identifies multidimensional DLP quality constructs across teachers and students. • Demonstrates role-based differences in prioritizing shared platform dimensions. • Extends DLP research through evidence from a non-Western public-sector context.