SLIIT Business School Scopus2

Now showing 1 - 3 of 3

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E-commerce success redefined: integrating information systems and customer empowerment for e-customer engagement
(Emerald Publishing, 2026-03-17) Boyagoda, G; Thalagala, S.M; Pathirana, S.L; Jeewantha, S; Wisenthige, K
Purpose – This study aims to explore the impact of system quality, information quality, service quality and customer empowerment on customer satisfaction and e-commerce success in Sri Lanka, focusing on Millennials and Generation Z. By integrating the DeLone and McLean Information Systems Success (D&M ISS) model with customer empowerment theory, the research seeks to provide insights into the key drivers of e-customer engagement in e-commerce. Design/methodology/approach – A structured questionnaire was used to collect data from 413 respondents employing the purposive sampling technique. The data collection instrument comprised 32 questions related to system quality, information quality, service quality, customer empowerment and customer satisfaction, as well as demographic questions. The data were analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). Findings – The results revealed that the system quality, information quality and service quality significantly influence customer satisfaction and intention to use the system in the context of e-commerce, which leads to higher customer engagement. Furthermore, the findings substantiate the crucial role that customer empowerment plays in terms of increasing customer satisfaction. Research limitations/implications – This study focuses on Millennials and Generation Z e-customers in Sri Lanka. It provides insights into this demographic, but does not capture the diverse cultural and technological landscape of the entire country. The study examines Information System (IS) dimensions and customer empowerment, excluding other significant variables like overall customer engagement. Self-reported data may introduce biases, and future research with larger sample sizes and different methods could improve the validity. Focusing on four selected online shopping platforms may limit the applicability as the e-commerce landscape is continuously evolving. Practical implications – The findings offer guidance to e-commerce businesses and policymakers to enhance their digital services and customer satisfaction. Businesses can improve their system quality with intuitive designs, offering accurate information to boost engagement and deliver excellent service quality. Initiatives such as interactive tools, loyalty programs and tailored support can empower customers, fostering a stronger impact. Policymakers can support e-commerce growth by improving regulations and providing training programs. These measures contribute to a more efficient and satisfying online shopping experience, driving long-term customer loyalty and business growth. Social implications – The research emphasises the role of customer empowerment in fostering customer engagement, contributing to the growth of the digital economy and enhancing online shopping experiences. Originality/value – This research enhances the academic understanding of e-commerce success by strengthening the DeLone and McLean Information Systems Success model by adding the concept of customer empowerment. This unique improvement is applied in the context of Sri Lanka, an emerging market with its own socio-economic characteristics. This addition provides new insights into key factors affecting e-customer engagement in the e-commerce sector.
Embargo
Expanding STEM education in low- and middle-income countries: Evidence from policy reforms in Sri Lanka
(Elsevier Ltd, 2026-03-01) Priyadarshana, I
Governments in low- and middle-income countries (LMICs) are increasingly investing in STEM education to enhance youth employability and economic growth. Yet, the success of such initiatives depends on students’ responses, which are shaped by their perceptions, motivations, and institutional context. This study examines the effectiveness of two parallel government interventions in Sri Lanka aimed at increasing high school enrollment in STEM subjects: (1) introducing a new Technology stream and (2) upgrading selected schools to offer the Science stream. Using nationwide school census data from 2008 to 2021 and a Difference-in-Differences approach, the study compares the impacts of these interventions on student enrollment patterns across STEM and non-STEM majors. The results show that the introduction of the Technology stream had a significantly larger impact on increasing STEM enrollment and reducing non-STEM enrollments—especially among male students and those in provincial schools—compared to the Science stream intervention. The study draws on education economics and psychological theories to explain these differences, highlighting the roles of perceived returns, self-efficacy, and student interest orientation. The findings underscore the need for STEM policies to align with both student characteristics and broader systemic structures. Insights from Sri Lanka may be relevant to other LMICs where educational reforms must navigate stratified school systems, constrained resources, and persistent gender disparities in STEM participation.
Embargo
Accessibility and usability of virtual learning platforms: Lived experiences of visually impaired undergraduates in Sri Lanka
(Elsevier Ltd, 2026-03-12) Rajapakshe, W; Wickramaarachchi, C; Alwis, M.K. S.S; Amarasinghe, A.A. M.L; Jayasekara, P.N; Jayasekara, P.T
This study explores the accessibility and usability of virtual learning platforms of visually impaired undergraduate students in Sri Lanka, focusing on their lived experiences, use of assistive technologies, and institutional support mechanisms. As online learning becomes increasingly prevalent, accessibility and inclusive challenges persist, particularly in developing countries with limited infrastructure and institutional support. Despite the availability of assistive technologies, visually impaired learners frequently encounter barriers, including poorly designed platforms, limited usability of screen readers, and inadequate institutional guidance. Addressing a critical research gap, this study investigates how visually impaired undergraduates experience and navigates virtual learning environments to identify accessibility barriers, enabling practices, and context-specific strategies for inclusive digital learning. Using a qualitative approach, semi-structured interviews were conducted with fifteen visually impaired university students across Sri Lanka. Thematic analysis revealed five core themes: barriers and challenges to effective virtual learning, preferred virtual platforms, accessibility features and tools, facilitators of learning success, and strategies to optimise the learning environment. These findings illuminate how systemic inequalities, infrastructural limitations, and institutional neglect collectively constrain the digital learning experience for visually impaired students, while also highlighting enabling practices that foster access and inclusion. The study's originality lies in foregrounding student-led insights in a developing country context and integrating practical, context-specific recommendations for platform developers, educators, and policymakers. By centering the voices of visually impaired learners, this research contributes unique and actionable knowledge to the field of inclusive digital education.

SLIIT Business School Scopus2

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