Research on the Influencing Factors and Optimization Strategies of College Students’ Online Learning Sustainability

The rapid digital transformation of China’s vocational education system has introduced extensive opportunities for flexible, technology-enhanced learning. However, sustaining long-term engagement in online learning environments remains an unresolved challenge, particularly among students enrolled in application-oriented majors such as Intelligent Transportation. The present study investigates the key factors influencing the sustainability of online learning and proposes practical optimization strategies to enhance students’ continued participation and learning quality. Drawing upon self-regulation theory, expectancy–value theory, and the community of inquiry framework, this research conceptualizes online learning sustainability as the persistent, self-motivated, and value-driven engagement of learners in digital learning activities over time. Empirical data were collected through a structured questionnaire survey of 200 Chinese vocational college students majoring in Intelligent Transportation. The study utilized a five-point Likert scale to assess seven latent constructs—self-regulated learning (SRL), digital literacy (DL), institutional support (IS), teacher presence (TP), peer interaction (PI), motivation (MO), and perceived usefulness (PU)—as predictors of sustainability intention (SI). Statistical analyses included descriptive statistics, reliability testing, Pearson correlations, and standardized multiple regression. All measurement scales demonstrated satisfactory internal consistency (Cronbach’s α = 0.84–0.87). The regression model revealed that SRL, MO, and PU exerted the strongest direct effects on SI, while IS, DL, and TP played important enabling roles. PI exhibited a smaller but significant positive influence, emphasizing the value of peer networks in maintaining engagement. Based on the empirical findings, the paper proposes twelve evidence-based strategies addressing institutional policy, digital infrastructure, instructional design, and learner support systems. These include developing analytics-based early-warning systems, enhancing teacher feedback cycles, integrating certification-oriented learning pathways, and strengthening self-regulation and motivation training. The study contributes both theoretically and practically to the growing discourse on sustainable online learning in vocational education, offering a replicable model and strategic roadmap for educators and policymakers seeking to align digital pedagogy with the objectives of China’s high-quality vocational education reform.