Key drivers of success in online learning for undergraduate students in logistics and supply chain management

This study examines the relationships between teacher support, technology skills, learning motivation, and learning achievement in online learning among university students. Using Structural Equation Modeling through SmartPLS, the research evaluates the direct effects of teacher support and technology skills on learning motivation and achievement, along with the potential mediating role of learning motivation. The findings confirm that teacher support and technology skills have significant direct effects on learning motivation and achievement, underscoring the importance of structured instructional strategies and technological proficiency in fostering student engagement and academic success. However, learning motivation does not significantly mediate these relationships, suggesting that additional factors such as self-regulation, digital literacy, and cognitive load may play a more substantial role in shaping learning outcomes. These results emphasize the need for educational institutions to enhance teacher training, implement targeted digital literacy programs, and integrate interactive learning tools to optimize student achievement in digital learning contexts. Future research should explore alternative mediators, adopt longitudinal and experimental designs, and examine diverse educational settings to better understand the complexities of online learning and develop evidence-based strategies for improving student success.