Towards an Integrated Framework for Online Learning Success in Moroccan Higher Education and Its Relevance to Environmental Science and Technology

Online learning represents a sustainable and technology-driven approach to higher education and plays a critical role in advancing Environmental Science and Technology (EST) education in developing countries. This study evaluates an integrated model of online learning success in Morocco by synthesizing insights from TAM, ECM, D&M ISS, SRL, and TTF frameworks. Data were collected via survey from 207 students engaged in hybrid learning and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Findings show that perceived ease of use, system/service/information quality, and perceived usefulness strongly predict student satisfaction, which in turn drives continuity intention. Self-regulated learning and task–technology fit emerged as the strongest predictors of performance impact. These results highlight the importance of usability, system quality, and student self-management not only for general online education sustainability but also for equipping students to succeed in domains such as EST, where adaptability, digital skills, and sustainable models are critical.